English Medium Instruction (EMI)

Research in the area of English-medium instruction (EMI) covers a wide range of topics, issues, and practices related to the implementation and uses. It includes research on stakeholder attitudes, policies, lecturer identities, classroom communication, lecturer and student language assessment, and pedagogies in EMI.  

Research areas

While early research focused on attitudinal studies analyzing stakeholders’ (lecturers, students, administration) opinions about EMI, subsequent research examines policies at macro (national, institutional) and micro (classroom) levels, lecturer identities, classroom communication, lecturer and student language assessment, and pedagogies in EMI.  

Much research deals with the particularities of teaching and learning in the distinctive contexts of EMI. The characteristics and the effectiveness of different pedagogies that support learning English and learning in English, such as content and language integrated learning (CLIL), English for specific purposes (ESP), and English for academic purposes (EAP) have been investigated from content lecturer, language teacher, student, and teacher-trainer perspective.

Translanguaging, i.e. the integrated use of multiple languages for the purpose of teaching and learning, has been one of CIP’s unique foci in EMI classroom communication research. The goal of this research is to understand how multiple linguistic resources enhance content learning and how multilingual users are empowered through multilingual communication practices.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Photo Sanne Larsen
Sanne Larsen is an assistant professor at CIP. You can contact Sanne, if you want to know more about the work with EMI at CIP. Find more information at Sannes staff profile

Photo Slobodanka Dimova
Slobodanka is professor and deputy director at CIP and she has worked with various aspects of EMI. You can find more information at Slobodankas staff profile.