FEATURED PUBLICATIONS

     Macaro, E. (2018). English Medium Instruction: Content and language in policy and practice​. Oxford: Oxford University Press.
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    Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English Medium Instruction in Higher Education. Language Teaching, 51(1): 36-76.

EMI Oxford Research Group and Network Publications
(since 2015)

This page lists all publications emerging from the EMI Oxford research group and research network, which were published after 2015.
It includes links to original papers and author versions, where the publisher allows self-archiving.  Please note that author versions are not the definitive publisher version, and lack pagination. However they may be useful for people lacking journal subscriptions. To view recorded presentations, or see a list of other plenary speeches and invited talks, please go to the presentations page.
ACADEMIC BOOKS & EDITED COLLECTIONS (Research Group)

​Macaro, E. (2018). English Medium Instruction: Content and language in policy and practice​. Oxford: Oxford University Press.
  • Against a backdrop of theory, policy documents, and examples of practice, this book weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed and explores how we can arrive at a true cost-benefit analysis of its future impact.
  • LINK TO PUBLISHER

ACADEMIC BOOKS & EDITED COLLECTIONS (Research Network)
Lasagabaster, D. (2022). English-Medium Instruction in Higher Education (Elements in Language Teaching). Cambridge: Cambridge University Press. doi:10.1017/9781108903493 
  • This Element focuses on English-Medium instruction (EMI), an educational approach that is spreading widely and rapidly in higher education institutions throughout the world because it is regarded as a lynchpin of the internationalisation process. The main aim of the Element is to provide critical insights into EMI implementation and the results obtained so far in diverse university contexts. After defining EMI and analysing the rapid extension it has experienced, the volume tackles issues such as stakeholders' views on how EMI programmes are being implemented, the impact of teaching and learning both content and language in a foreign language, translanguaging practices in English-medium lectures, and how assessment has hitherto been addressed. Each section aims to bring to light new avenues for research. The Element wraps up with a description of the many challenges ahead.
  • LINK TO ARTICLE
​Lasagabaster, D., & Doiz, A. (Eds.). (2023). Special Issue: The Impact of the Use of English as Medium of Instruction on Classroom Interaction. Journal of Multilingual Theories and Practices, 4(1). 
  • Special Issue: The Impact of the Use of English as Medium of Instruction on Classroom Interaction Guest Editors: David Lasagabaster and Aintzane Doiz Published: 2023-04-24
  • LINK TO ARTICLE

​Curle, S., Holi, I.H., Alhassan, A., & Saleem, S. (2022). English-medium instruction in higher education in the Middle East and North Africa: Policy, research and pedagogy (Eds.). Bloomsbury Publishing Plc. ISBN: 9781350238541.  
  • This book focuses on empirical EMI research studies conducted in the Middle East and North Africa, an under-researched area with regards to the effects and challenges of the implementation of EMI in higher education. The contributors are researchers with first-hand experience in the countries of the region.
  • LINK TO ARTICLE
SÁNCHEZ-PÉREZ, MARÍA DEL MAR. (2020). Teacher Training for English-Medium Instruction in Higher Education. Hershey, PA: IGI-GLOBAL. ISBN: 9781799823186. Paulsrud, B., Tian, Z., & Toth, J. (Eds.) (2021). English-Medium Instruction and Translanguaging. Bristol: Multilingual Matters. Bradford, A. & Brown, H. (Eds.), English-Medium Instruction at Universities in Japan: policy, challenges and outcomes. Bristol: Multilingual Matters. Hultgren, A. K., F. Gregersen and J. Thøgersen. (2014). English in Nordic Universities. Benjamins. ​Slobodanka, D., A. K. Hultgren and C. Jensen. (2015). English-Medium Instruction in European Higher Education. Mouton de Gruyter. Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Bristol: Multilingual Matters.

 ACADEMIC ARTICLES in RESEARCH JOURNALS (Research Group)

An, J. & Thomas, N. (2021). Students' beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education, Volume 65, 100972. https://doi.org/10.1016/j.linged.2021.100972 
  • This study investigates student beliefs about the role of interaction for learning English and content knowledge in English medium instruction (EMI) science classes in China.
  • LINK TO ARTICLE
​An, J., Macaro, E., Childs, A. (2021) Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference? System, https://doi.org/10.1016/j.system.2021.102482 
  • The article investigated the interaction patterns of 15 secondary science teachers in EMI high school programs in China, for whom English was their first and most proficient language in order to eliminate the teacher language proficiency issue.
  • LINK TO ARTICLE
​Macaro, E., & Tian, L. (2020). Developing EMI teachers through a collaborative research model, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1862131 
  • The article reports a study of EMI teacher PD which adopted a model of equal status collaborative research between a language specialist and two EMI teachers whereby the latter were presented with highly detailed analyses of their lessons over a period without evaluative commentary/ feedback from the language specialist. 
  • LINK TO ARTICLE
Kamaşak, R., Sahan, K. & Rose, H. (2020). Academic language-related challenges at an English-medium university. English for Academic Purposes, 49, 100945, DOI: https://doi.org/10.1016/j.jeap.2020.100945 
  • The study reported in this article investigated the linguistic challenges that students face at an English medium instruction (EMI) university in Turkey. It also validates the EMI Challenges Scale through the use of factor analyses. 
  • LINK TO ARTICLE
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​​​​Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510
  • This article examines the relationship between Japanese undergraduate students’ English language proficiency and English language-related challenges faced when studying an international business course through English. It also examines English language proficiency thresholds students need to reach in each academic skill (i.e. reading, listening, speaking and writing) to experience a lower level of linguistic challenges.
  • LINK TO ARTICLE
​Aizawa, I, & Rose, H (2020) “High school to university transitional challenges in English Medium Instruction in Japan”, ​System. 102390-102390.DOI: http://doi.org/10.1016/j.system.2020.102390​
  • This study identifies challenges posed by the school–university transition encountered by L1 Japanese undergraduates who study academic subjects through English at a university in Tokyo. 103 students from various academic disciplines completed questionnaires on academic English challenges in addition to receptive and productive academic vocabulary size tests as a measure of their linguistic preparedness for academic study in English.
  • LINK TO ARTICLE
​​Sahan, K. (2020). ELF interactions in English-medium engineering classrooms, ELT Journal, , ccaa033. https://doi.org/10.1093/elt/ccaa033
  • This article examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. 
  • LINK TO ARTICLE
Macaro, E. (2020). Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism: Special Issue on The Role of Languages in English-Medium Instruction (EMI) at University, 23(3), 263-276.
  • This paper explores the extent to which some of the theories prevalent in the field of second language acquisition can be transferred to the kinds of content classrooms which are labelled EMI. 
  • LINK TO ARTICLE

​​Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2019.1651819.​
  • This paper explores the relationship between student self-beliefs and their success in an EMI course within a bilingual business program. 
  • LINK TO ARTICLE
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​Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1590690.
  • This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. 
  • LINK TO ARTICLE

​Aizawa, I. & Rose, H. (2019). An analysis of Japan's English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education (advanced online access) DOI: 10.1007/s10734-018-0323-5.
  • This study aims to investigate how the policy is being enacted into practice at a university in Japan at two different policy levels: the meso (institutional) and micro (classroom) level. 
  • LINK TO OPEN ACCESS ARTICLE

Pun, J. & Macaro, E. (2018): The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2018.1510368 
  • This study investigates the effect of L1 and L2 use on teacher question types and interaction patterns in science lessons in early EMI and late EMI schools in Hong Kong.  
  • LINK TO PUBLISHED PAPER​

​Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English Medium Instruction in Higher Education. Language Teaching, 51(1): 36-76.

​Briggs, J., Dearden, J. & Macaro, E. (in press). English medium instruction: Comparing teacher beliefs in secondary and tertiary education. ​Studies in Second Language Learning and Teaching. 8 (3). 2018. 673-696 
  • This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. 

​Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 111–129.
  • This article analyzes a recent initiative of Japan’s Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project “Top Global University Project” (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. 
  • LINK TO OPEN ACCESS ARTICLE
Macaro, E., & Akincioglu, M. (2018). Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3): 256-270.
  • We report on a large-scale study of university students in Turkey who were about to embark or had already embarked on an undergraduate programme taught through the medium of English. Our sample of 989 students from 18 universities reported significant differences in terms of year of study, university type and gender. 
  • ​LINK TO PUBLISHED PAPER or LINK TO AUTHOR VERSION

​Macaro, E. (2017). English medium instruction: Global views and countries in focus. Language Teaching. 1-18
  • In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? This paper, based on a symposium organised by EMI Oxford, offers multiple perspectives on the topic by leading researchers.
  • LINK TO PUBLISHED PAPER or LINK TO AUTHOR VERSION
Briggs, J.G. & Smith, S.A. (2017). English Medium Instruction and Idiomaticity in English as a Lingua Franca. Iranian Journal of Language Teaching Research,  5(3):  27-44.
  • This paper critically considers the implications of the growth of English-medium instruction (EMI) globally for idiomaticity in English as a Lingua Franca (ELF). We argue that EMI prepares students for academic ELF, which is idiomatically distinct from academic L1-English and non-academic varieties of English. We consider how EMI pedagogy might foster students' idiomatic competence and creativity to take account of their ELF needs beyond the ivory tower.
  • LINK TO PUBLICLY AVAILABLE PUBLISHED PAPER
Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations? International Journal of Applied Linguistics, 26(1): 75-98.
  • This study examined the differential effects of teachers' first language (L1) use and second language (L2)-only explanations on Chinese-speaking adults' acquisition of concrete and abstract English words. A quasi-experimental research design was used, in which 50 participants were assigned to an L1-use condition, 50 participants were assigned to an L2-only use condition, and another 48 participants served as a comparison group.
  • LINK TO  PUBLISHED PAPER or LINK TO AUTHOR VERSION

​Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in Second Language Learning and Teaching, 6(3): 455-
  • We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews.  Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
  • ​LINK TO PUBLISHED PAPER or LINK TO AUTHOR VERSION

​Macaro, E., Akincioglu, M., & Dearden, J. (2016). English medium instruction in universities: A collaborative experiment in Turkey. Studies in English Language Teaching, 4(1).
  • We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English.  Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.
  • LINK TO PUBLISHED PAPER or LINK TO AUTHOR VERSION

​Lo, Y.Y. & Macaro, E. (2015). Getting used to content and language integrated learning: what can classroom interaction reveal? Language Learning Journal, 43(3): 239-255.

​Macaro, E. & Tian, L. (2015). Exploring teachers' oral explanations of new English lexical items in a Chinese university: Comparisons with dictionary information. System, 52: 78-90.

ACADEMIC ARTICLES in RESEARCH JOURNALS (Research Network)

Lasagabaster, D. (2022). Teacher preparedness for English-Medium instruction. Journal of English-Medium instruction. 1, 48-64, https://doi.org/10.1075/jemi.21011.las
  • LINK TO PUBLISHED REPORT​​​
  • This paper focuses on lecturers’ preparedness to teach EMI courses. After reviewing recent surveys on current practices in the training and accreditation of university teachers in EMI, the paper examines what skills EMI teachers consider essential to deliver their classes effectively, whether they believe those can or even should be accredited, and, last but not least, how universities could support EMI teacher preparation.
Doiz, A. & Lasagabaster, D. (2022). Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective, System, 105, https://doi.org/10.1016/j.system.2022.102730
  • LINK TO PUBLISHED REPORT​​​
  • The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model.

​Serna-Bermejo, I. & Lasagabaster, D. (2022). Translanguaging in Basque and English: Practices and Attitudes of University Teachers and Students. International Journal of Multilingualism, https://doi.org/10.1080/14790718.2022.2086984
  • LINK TO PUBLISHED REPORT​​​
  • This study reports findings of a contrastive analysis of translanguaging practices in English Medium Instruction (EMI) and Basque Medium Instruction (BMI) at the University of the Basque Country.
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​Alhassan, A. (2021). Challenges and Professional Development Needs of EMI Lecturers in Omani Higher Education. SAGE Open, 11(4), 1-12.
  • LINK TO PUBLISHED REPORT​​​
  • This article reports on findings from a qualitative study that was set to investigate the challenges and professional needs of EMI Lecturers in Omani higher education with a view to better informing EMI content teacher education and professional development in the Omani tertiary context.

​Ismailov, M., Chiu, TKF., Dearden, J., Yamamoto, Y., & Djalilova, N. (2021). Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy. Sustainability, 13(22),12642. https://doi.org/10.3390/su132212642
  • LINK TO PUBLISHED REPORT​​​
  • This systematic thematic synthesis aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives.
​Rahman, M.M., & Singh, M.K.M. (2021). English Medium university STEM teachers’ and students’ ideologies in constructing content knowledge through translanguaging. International Journal of Bilingual Education and Bilingualism, 1-21. DOI:10.1080/13670050.2021.1915950
  • LINK TO PUBLISHED REPORT​​​
  • This study investigates STEM (Science, Technology, Engineering, and Mathematics) teachers’ and students’ language-related ideologies about translanguaging at a private university in Bangladesh where English has been adopted as an instructional medium.​
​Karim, A., Kabilan, M. K., Ahmed, Z., Reshmin, L., & Rahman, M. M. (2021). The Medium of Instruction in Bangladeshi Higher Education Institutions: Bangla, English, or Both?. Journal of Language, Identity & Education, 1-15.
  • LINK TO PUBLISHED REPORT​​​
  • The current study was undertaken to reach a tangible conclusion that would reflect “what should be the MOI in Higher Education Institutes (HEIs), Bangladesh.”
​Alhassan, A., Bora S. F., & Abdalla, Y. A. (2021). Collaboration with EAP teachers in English-medium instruction contexts in higher education: Content lecturer perspectives. TESOL Journal, DOI: https://doi.org/10.1002/tesj.610.
  • LINK TO PUBLISHED REPORT​​​
  • This article explores the views and perceptions of business subject teachers on collaboration between them and the EAP teachers in an English-medium business programme.
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​SÁNCHEZ-PÉREZ, MARÍA DEL MAR (2021). Predicting content proficiency through disciplinary-literacy variables in English-medium writing. System, 97. https://doi.org/10.1016/j.system.2021.102463
​Alhassan, A., Ali, N. A., & Holi. I. H. (2021). EFL students’ challenges in English-medium business programmes: Perspectives from students and content teachers. Cogent Education, 8(1), 1-15. https://doi.org/10.1080/2331186X.2021.1888671
  • LINK TO PUBLISHED REPORT​​​
  • The paper reports on findings from a qualitative study that was set to investigate the challenges experienced by Sudanese EFL students in English-medium business postgraduate programmes in a Sudanese Higher Education context. 
​Holi, I. H. (2020). Lecture comprehension difficulties experienced by Omani students in an English-medium engineering programme, Cogent Arts & Humanities, 7:1, https://doi.org/10.1080/23311983.2020.1741986
Holi, I. H. (2020). Internal stakeholders’ voices for overcoming the challenges presented by studying engineering through the medium of English in Oman: Journal of Language and Linguistic Studies, 16(4), 2113-2129.

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Rahman, M.M., Singh, M.K.M., Johan, M., & Ahmed, J. (2019). English Medium Instruction Ideology, Management and Practices: a Case Study of Bangladeshi Private University. English Teaching & Learning (2019). https://doi.org/10.1007/s42321-019-00036-z

Rahman, M. M., Singh, M. K. M., & Karim, A. (2019). Distinctive medium of instruction ideologies in public and private universities in Bangladesh. Asian Englishes, 1-18. doi.org/10.1080/13488678.2019.1666493

Rahman, M. M., & Singh, M.K.M. (2019). Language ideology of English-medium instruction in higher education: A case study from Bangladesh. English Today, 1-7. doi:10.1017/S0266078419000294​

Alhassan, A. (2019). EFL postgraduate students’ learning needs on English-medium business programmes: An exploratory study. Language Teaching Research. https://doi.org/10.1177/1362168819857861
  • The paper reports findings from a qualitative needs analysis study conducted in Sudan. The study attempted to explore the learning needs and skills required of business students to successfully cope with English-medium business programmes of study. The implications are hoped to inform both EMI business education and EAP.
  • LINK TO PUBLISHED REPORT​​
Erling, E.J. and S. K. Hilgendorf (2006). Language policies in the context of German higher education. Language Policy. 5:3, 267-293.​
  • This article predates the widespread use of the term "EMI", but focuses on the increasing practice of using English as a medium of instruction in German higher education. It also addresses some of the political, financial and educational issues to be considered as a consequence of the expanding role of English in higher education.
  • LINK TO PUBLISHED REPORT​​
Lanvers, U., and Hultgren, K. (2018). The Englishization of European education: Foreword. European Journal of Language Policy 10(1): 1–11.​
  • This is the foreword to a special issue in the European Journal of Language Policy on the ongoing Englishization of European education.
  • LINK TO PUBLISHED REPORT​

Coleman, J. , Hultgren, K. , Li, W. , Tsui, C. C. and Shaw, P. (2018). Forum on English‐medium Instruction. TESOL Q, 52: 701-720. doi:10.1002/tesq.469​​
  • In this forum, four EMI experts engage in a round‐robin exchange on key aspects of EMI: defining terms; learning English in an EMI environment; the political or policy framework; learning a subject in a second language; teachers working in a second language; and EMI and multilingual education.
  • LINK TO PUBLISHED REPORT​

Blattès, M. (2018). Policy development for English-medium instruction in French universities, European Journal of Language Policy, Vol. 10(1): 13-37.​​

Basturkmen, H. (2018). Dealing with language issues during subject teaching: The perspectives of two accounting lecturers. TESOL Quarterly, 52, 3: 692-700.​
  • The article reports a stimulated recall procedure in which accounting lecturers were shown video excerpts of their classroom teaching. In the excerpts the lecturers had attended to incidentally arising language-related issues. The study brings to light the lecturers' largely tacit strategies for dealing with language issues in students' use or understanding of the disciplinary register.
  • LINK TO PUBLISHED REPORT​

Basturkmen, H. & Shackleford, N. (2015). How content lecturers help students with language: An observational study of language-related episodes in first-year accounting classes. English for Specific Purposes, 37: 87-97.​
  • The study investigated the frequency and linguistic focus of language-related episodes during disciplinary classroom interaction. The study found that language-related episodes (brief time-outs from discussion of disciplinary content to discuss language) were quite frequent and mainly focused on disciplinary vocabulary and ways of articulating ideas in the disciplinary register.
  • LINK TO PUBLISHED REPORT​

 BOOK CHAPTERS (Research Group)

Sahan, K., & Rose, H. (2020). Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University Contexts, in Paulsrud,B., Tian, Z., & Toth, J. (Eds.), English-Medium Instruction and Translanguaging. (Chapter one). Bristol: Multilingual Matters.​
Aizawa, I., & McKinley, J. (2020). EMI Challenges in Japan’s Internationalization of Higher Education, in Bowles, H., & Murphy, A. (Eds.), English-Medium Instruction and the Internationalization of Universities. (pp. 27-48). Palgrave Macmillan.

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McKinley, J. (2018). Making the EFL to ELF transition at a Global Traction University, in Bradford, A. & Brown, H. (Eds.), English-Medium Instruction at Universities in Japan: policy, challenges and outcomes (pp. 238-249). Bristol: Multilingual Matters.

​Rose, H. & Galloway, N. (2018, forthcoming). Global Englishes for Language Teaching. Cambridge: Cambridge University Press.
  • This book has a chapter on EMI research, exploring the 'E' in EMI. It draws on data from a number of EMI programs in Japan and China in making an evaluation regarding how English is used in emerging EMI contexts (how much, and what type of English).
  • LINK COMING

​Galloway, N. & Rose, H. (2015).  Introducing Global Englishes.  Abingdon: Routledge.
  • This book has a section on EMI in higher education (Section 10b). It explores the notion of 'international' education in higher education globally, arguing for a less Westernised view of internationalisation. 
  • LINK TO COMPANION WEBSITE OF BOOK

BOOK CHAPTERS (by Research Network members)

Ojha, L. P. (2018). Shifting the medium of instruction to English in public schools: Policies, practices and challenges in Nepal. In D. Hayes (Ed.), English language teaching in Nepal: Research, reflection and practice (pp. 189-198). Kathmandu: British Council.
  • LINK TO PUBLISHED REPORT
  • The chapter explores the issues surrounding the shift to EMI in public schools in Nepal. Findings show that schools are not prepared adequately for the change to EMI due to the lack of adequate resources and poor English language proficiency of the teachers.
RESEARCH REPORTS (Research Group)

​Curle, S., Jablonkai, R., Mittelmeier, J., Sahan, K., & Veitch, A. (2020). English in higher education – English medium Part 1: literature review. Online: British Council.​

​Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. Beijing: British Council.

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​Macaro, E, Briggs Baffoe-Djan, J, Rose, H, di Sabato, B, Hughes, B, Cuccurullo, D, Coonan, CM, Menegale, M, Bier, A (2019). Transition from secondary school CLIL to EMI at university: Initial evidence from research in Italy. Online: British Council.

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​Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper. Available at: https://elt.oup.com/feature/global/expert/emi?cc=gb&selLanguage=en
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​Galloway, N., Kriukow, J., and Numajiri, T. (2017). Internationalisation, Higher Education and the Growing Demand for English: An Investigation into the English Medium of Instruction (EMI) Movement in China and Japan. The British Council.​

RESEARCH REPORTS (Research Network)


Erling, E.J., Adinolfi, L., and Hultgren, A.K. (2017). Multilingual classrooms: Opportunities and challenges for English medium instruction in low and middle income countries. Reading: Education Development Trust.​
  • This research report considers the complex field of English medium instruction (EMI) policies in low- and middle-income countries. Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world. Governments in low- and middle-income contexts around the world mandate that the curriculum is taught in English to secure the future development of intellectual and economic capital. But it is a complex field: while English language acquisition might allow students to access global opportunity, there is an equally compelling argument for teachers and students to use a language that is wholly familiar to them – and often, that is not English. Our latest research report shines a light on English as a medium of instruction (EMI) policy in practice. What can policymakers learn from experience to date? Recommendations for policymakers
  • There are two aspects to our report: a comprehensive global literature review to draw on lessons from existing research as well as the evaluation of brand new findings from fieldwork specifically carried out for this report in two very different primary school contexts – Ghana and India. The report explores opportunities and challenges identified through interviews and observation and provides a set of valuable recommendations that will help policymakers, practitioners and academics operating in multilingual EMI environments. This research was produced in partnership with The Open University and British Council.
  • LINK TO PUBLISHED REPORT​

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