Podcast Course 2

Welcome to the EMI Lite Bite podcast series, where we explore English Medium Instruction (EMI)—what it is, how it works, and why it matters in international education. EMI is often described simply as teaching academic subjects through English in contexts where English is not the dominant language. However, as we uncover in this series, EMI is far more complex than it first appears. As someone new to the field, this podcast will help you develop a deeper and more critical understanding of EMI. So, join us as we question, reflect, and explore the complexities of EMI—one conversation at a time.

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Accompanying Questions

1. Was there anything in the definition presented in the episode that was surprising to you? If so, what was it?
2. Do you agree with the definition of EMI presented in the episode? If not, why not?
3. The episode ends with a discussion on the importance of context—that EMI is not a single, uniform model. What do you think are the most important contextual factors that influence how EMI is implemented?
4. In your country or institution, how has EMI developed over time? Do you see parallels with the historical development outlined in the episode?

Accompanying Activities

1. Creating a Mind Map: the speakers in the podcast discussed how EMI is a phenomenon often studied by researchers in fields such as Applied Linguistics, TESOL, and Transcultural Communication.  They also discussed the historic development of EMI, in particular, its links to the expansion of English as a global language after World War II. How would you characterise the relationship between EMI and fields like International Education, Applied Linguistics and Transcultural Communication? Draw a mind map to help you think this through.
2. Compare EMI Definitions: First, search for different definitions of EMI used by organizations such as the British Council, universities, government bodies, or academic literature. Next, compare these definitions with the one discussed in the podcast. Finally, identify what the key differences are. Why might these differences exist?

In today’s episode we take a critical yet, hopefully accessible, approach to understanding EMI by tackling these fundamental questions:

• What challenges do students and lecturers face in EMI environments?
• What are the key motivations behind EMI, and how do different stakeholders perceive it?

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Accompanying Questions

Motivations for Engaging in EMI

• The episode discusses how different stakeholders—governments, institutions, lecturers, and students—have different motivations for EMI. Can you recall some of the motivations of these different stakeholders for engaging in EMI?
• Governments often see EMI as a way to create “human capital” and boost national economies. Do you think this is a justifiable reason to promote EMI? Why or why not?
• Why do you think many students (and indeed governments) assume that studying through EMI will improve their English proficiency, despite EMI not having a language teaching aim?
• If you are a stakeholder in an EMI setting, what were your motivations for getting involved in this approach to teaching and learning?

Challenges Faced by Students and Lecturers in EMI

• One of the biggest challenges for students in EMI is understanding complex academic content in a second or additional language. What strategies do you think students can use to overcome this challenge?
• The episode raises the question of whether teaching through English inevitably influences teaching style and pedagogy. How do you think EMI changes the way subjects are taught?
• The podcast highlights that students judge their lecturers based on their English proficiency rather than their subject expertise. What are the potential consequences of this?
• If you were an EMI lecturer, how would you balance maintaining academic content integrity while also making sure students understand key concepts?

Identity and Professional Challenges in EMI

• Many lecturers who transition into EMI experience a shift in their professional identity. How would you feel if you were suddenly asked to teach in a language that is not your native language?
• The episode explores how teachers may feel less competent and confident when teaching in EMI contexts. What kind of training or support do you think would help lecturers in this situation?
• How does EMI challenge traditional ideas of expertise? Should English proficiency be seen as part of an academic’s expertise, or should their subject knowledge take precedence?

Language, Culture, and Pedagogy in EMI

• Should English be treated as a neutral medium of instruction, or does it carry cultural and ideological implications? How does this relate to debates around linguistic hegemony, for example?
• What role should transcultural communication play in EMI? How can educators navigate cultural expectations while teaching through English?
• The podcast hints at the concept of translanguaging as a possible solution. What do you understand by this term, and do you think it could help in EMI contexts?

Accompanying Activities

EMI Classroom Case Study

• Observe an EMI class (or reflect on one you’ve attended).
• Take note of the lecturer’s use of English—are they adapting their language to students’ needs?
• Do students participate, and if so, in what language?
• Consider how EMI affects student-lecturer interaction, content delivery, and assessment methods.

Language Identity Exercise

• Imagine you are asked to deliver a lecture or presentation in a language you are not fluent in.
• How would this make you feel?
• What aspects of teaching would be most difficult for you?
• How could you compensate for those difficulties?
• How much more time do you think you would need to prepare for teaching?
• What type of support would you ideally like to have to help you?

Policy Analysis

• Research EMI policies in your country or institution.
• Do they align with the motivations and challenges discussed in the podcast?
• Are there support structures in place for lecturers and students? If not, what changes would you suggest?

In this episode, we dive into a crucial aspect of EMI: language use and interaction in the classroom. We explore how different teaching approaches, linguistic choices, and classroom interactions impact student learning in EMI settings. A key focus of our discussion is the contrast between teacher-fronted, lecture-based models and more interactive, student-centred approaches, and how these differences influence knowledge retention and student engagement.

One of the major themes we explore is translanguaging—the practice of fluidly using multiple languages to support learning. We discuss how translanguaging differs from code-switching, its roots in Welsh bilingual education, and how it can be applied in EMI classrooms to reduce cognitive load, enhance comprehension, and support multilingual learners.

We also critically examine “English-only” policies in EMI institutions. While many universities enforce these policies in an effort to promote English proficiency, we ask whether a rigid monolingual approach is truly effective or even fair in diverse linguistic settings. We challenge the assumption that using only English leads to better learning outcomes, arguing instead that allowing students to engage with their discipline in multiple languages supports deeper understanding and academic success.

Whether you’re an EMI lecturer, a policymaker, or someone interested in the intersection of language and education, this episode offers valuable insights into the realities of language use in EMI settings.

🎧 Join us as we explore how multilingual strategies can shape the future of EMI—one conversation at a time.

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Accompanying Questions

Understanding Interaction and Language Use in EMI

• The episode highlights the difference between teacher-fronted, lecture-based models and interactive, student-centred approaches. Which of these is more common in your context? Why do you think that this approach is common?
• What barriers to interactive learning exist in EMI classrooms do you think?
• EMI students often face a higher cognitive load because they are learning subject content in an additional language. What strategies could help reduce this cognitive burden while maintaining academic standards?

Exploring Translanguaging in EMI

• How would you define translanguaging, and how does it differ from code-switching?
• The speakers argue that maintaining students’ ability to engage with their discipline in multiple languages is crucial for academic success. Do you agree? Why or why not?
• If you were a lecturer or teacher, what practical changes would you make to enhance learning through interaction and strategic language use?

EMI and Institutional Policies

• In many EMI contexts, institutions enforce “English-only” policies in the classroom. What do you think the rationale behind such policies are?
• What are the potential risks of such policies?
• From a policy perspective, how can institutions better support both students and lecturers or teachers in EMI contexts where English is not the first language of most participants?
• If you were designing an EMI policy for your educational context, what principles would you be guided by?
• If you teach or study in an EMI setting, how is language used in the classroom? Do you see examples of translanguaging or is the expectation strictly English-only?

Accompanying Activities

Classroom Observation and Language Use Analysis

• Observe an EMI class (or reflect on one you’ve attended).
• Take note of how language is used:
  • Do students and lecturers or teachers strictly use English, or is there evidence of translanguaging?
  • How interactive is the lesson? Are students encouraged to speak, discuss, and ask questions?
  • How does the lecturer adapt their language to support student understanding?
• Compare your observations to the research on interaction and learning discussed in the podcast.

Institutional EMI Policy Review

• Find out what your institution’s policy on EMI is.
• Does it align with the discussions in the podcast?
• Are there explicit rules about language use in the classroom?
• Are there support mechanisms for both students and lecturers?

Designing an EMI Classroom Strategy

• Imagine you are an EMI teacher or lecturer.
• Create a lesson plan that incorporates both interactive elements and strategic language use.
• Consider:
  • How you would encourage discussion without overwhelming students.
  • Whether you would allow students to use their first language at certain points.
  • How you would explain complex concepts in a way that reduces cognitive load.

Exploring Translanguaging in EMI

• Research examples of translanguaging being used in EMI settings.
• Identify how it might be applied in your own classroom or institution.
• Reflect:
  • Would translanguaging benefit students in your context?
  • How could it be introduced without conflicting with institutional policies?

Policy Debate: Should EMI Be Strictly English-Only?

• Organise a debate with colleagues or classmates.
• Assign one group to argue for “English-only” EMI policies and another to argue for multilingual approaches.
• Consider:
  • Student comprehension and academic success
  • Lecturer training and expectations
  • Equity and access to education
  • The role of EMI in global education

Welcome to Episode 4 of the EMI Lite Bite podcast series, where we take a critical look at English Medium Instruction (EMI) through the lens of social justice. EMI is often framed as a pathway to global academic and professional opportunities, but in this episode, we ask a crucial question: who truly benefits from EMI, and who is left behind?

In this discussion, we explore how EMI can widen educational inequalities—both between wealthier and poorer countries (sometimes referred to as the Global North and Global South) and among students who have had different levels of early access to English. While some governments have introduced EMI in state schools to increase accessibility, we ask whether these policies truly level the playing field or whether they introduce new challenges, such as unequal resource distribution and disparities between urban and rural schools.

Beyond economic inequalities, we also examine the impact of EMI on local languages. Does prioritising English in higher education risk eroding national languages, reducing them to languages of the home, while English dominates academic and professional spaces? Kerry shares insights from countries that have recognised these risks and introduced policies to protect linguistic diversity, raising an important question about how to balance internationalisation and language preservation.

Another key social justice issue we discuss is teacher well-being and workload. Many lecturers and teachers are expected to teach complex subject matter in a second language with limited institutional support or training. We consider how EMI adds pressure to lecturers and teachers, how institutions can better support staff, and whether rethinking EMI policies could make teaching in English more equitable and sustainable.

Finally, we tackle a fundamental issue at the heart of EMI: whose English is being taught, and whose English is considered ‘correct’? Should EMI impose Standard British or American English, or should it embrace the many global varieties of English spoken by students and lecturers worldwide? We explore how English as a Lingua Franca (ELF) makes EMI more inclusive, accessible, and culturally responsive.

Throughout this conversation, we invite you to reflect on what social justice in EMI really means. How can EMI be implemented without reinforcing privilege? Indeed, can it be implemented without reinforcing historic inequalities brought about by colonialism? What policy changes are needed to make EMI more equitable? And most importantly, how can EMI be a tool for opportunity rather than exclusion?

🎧 Join us for this thought-provoking episode as we explore the intersection of EMI and social justice.

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Accompanying Questions

Social Justice and Equity in EMI

• EMI is often presented as a tool for global opportunity and educational access. Do you agree with this framing, or do you think EMI creates more barriers than opportunities?
• The episode highlights that EMI can widen educational inequalities. What are some ways in which EMI might privilege certain groups of students over others?
• Some governments introduce EMI in state schools to increase accessibility. What challenges might arise when EMI is implemented too quickly or without proper support?
• How does access to English language learning in early education influence a student’s ability to succeed in EMI? Do you think access to EMI is truly equal for all students?

The Impact of EMI on Local Languages and Cultural Identity

• How does the practice of EMI threaten to erode national languages?
• Some countries have introduced language preservation policies to ensure that national languages remain relevant in education. What kind of policies do you think could help protect local languages while still allowing EMI to thrive?
• In an EMI classroom, students are often expected to use only English, even if they share a common first language. How would you convince students that practices such as translanguaging are beneficial to their learning?

Lecturer Well-Being and Workload in EMI

• Many lecturers and teachers teaching in EMI are expected to deliver complex subject matter in a second language. What kinds of pressures and challenges might this create for lecturers?
• How can institutions better support lecturers or teachers who are teaching through EMI? Consider areas such as teacher training, workload management, and policy adjustments.

Linguistic Hegemony and English as a Lingua Franca

• The episode discusses the imposition of Standard British or American English in EMI. Do you think EMI should promote a specific variety of English, or should it embrace English as a Lingua Franca (ELF)? What barriers might currently exist for the adoption of ELF? How could we work to reduce such barriers?
• In what ways does the idea of “correct English” impact the confidence of both students and lecturers in EMI settings?

Reflecting on Your Own Context

• If you work or study in an EMI setting, what challenges do you observe related to social justice, language use, or accessibility?
• What changes would you suggest to make EMI more inclusive, equitable, and supportive for both students and lecturers?

Accompanying Activities

EMI Accessibility Audit

• Choose an EMI institution (either your own or one you research online).
• Identify whether all students have equal access to this institution. Consider factors such as:
  • Financial barriers (e.g., private vs. public education)
  • Linguistic preparation (e.g., pre-EMI English courses)
  • Resources and support (e.g., academic writing centres, tutoring)
• Write a short reflection on whether EMI in that institution is promoting equity or reinforcing privilege.

Lecturer Training and Support Proposal

• Imagine you are advising an institution that is expanding EMI.
• Propose three key initiatives that would help lecturers adapt to EMI without increasing stress or workload.
• Consider areas such as:
  • Language training
  • Workload planning
  • Pedagogical support
  • Institutional policy changes

Linguistic Hegemony Reflection Exercise

• Reflect on your own experiences with English as an academic language.
• Have you ever felt judged or limited by expectations of “correct” English?
• Consider how EMI institutions might adopt a more flexible approach to language use in academia.
• Consider how AI might be used ethically in EMI contexts

Welcome to the final episode of the EMI Lite Bite podcast series! Throughout this series, we have explored the complexities of English Medium Instruction (EMI)—from its definitions and implementation to its impact on students, lecturers, policies, and pedagogy. In this concluding episode, we take a step back to reflect on key themes from our discussions and explore areas we didn’t have time to cover in detail.

One of the most important takeaways from this series is the sheer diversity of EMI experiences. As we discuss in this episode, EMI is not a one-size-fits-all model—its enactment varies significantly across geographical regions, educational levels, disciplines, and institutional policies. We revisit this multiplicity of EMI, considering how factors such as geopolitical history, stakeholder involvement, and institutional language policies shape how EMI is practised around the world.

We also highlight some key areas that deserve further exploration. This includes the evolving identity of EMI lecturers, who are often required to adapt their teaching styles and professional identities when transitioning to EMI contexts. Additionally, we examine how EMI is influencing the fields of English for Academic Purposes (EAP) and TESOL, where roles are shifting from student-focused language support to broader responsibilities, including supporting subject lecturers in delivering EMI effectively.

Finally, we return to an issue close to our hearts—social justice in EMI. While EMI is often framed as a tool for globalisation and opportunity, we argue that we must all spend time considering how it can be implemented more equitably, ensuring it does not reinforce economic, linguistic and educational inequalities. We share insights into how lecturers and institutions can contribute to positive change through inclusive teaching practices, curriculum design, and policy advocacy, even if they are not in positions of power to rewrite national policies.

As we wrap up this series, we reflect on what EMI means today, what its future might hold, and how we, as educators, researchers, and policymakers, can ensure that EMI remains a tool for inclusion rather than exclusion.

🎧 Join us for this final episode as we reflect on EMI’s complexities and discuss how we can shape its future together.

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