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Defining English Medium Instruction: Striving for comparative equivalence

Published online by Cambridge University Press:  27 December 2021

Heath Rose Open the ORCID record for Heath Rose [Opens in a new window] ,
Ernesto Macaro ,
Kari Sahan ,
Ikuya Aizawa ,
Sihan Zhou  and
Minhui Wei
Heath Rose*
Affiliation:
EMI Oxford Research Group, University of Oxford, Oxford, UK
Ernesto Macaro
Affiliation:
EMI Oxford Research Group, University of Oxford, Oxford, UK
Kari Sahan
Affiliation:
EMI Oxford Research Group, University of Oxford, Oxford, UK
Ikuya Aizawa
Affiliation:
EMI Oxford Research Group, University of Oxford, Oxford, UK
Sihan Zhou
Affiliation:
EMI Oxford Research Group, University of Oxford, Oxford, UK
Minhui Wei
Affiliation:
EMI Oxford Research Group, University of Oxford, Oxford, UK
*
*Corresponding author. Email: [email protected]
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Extract

English Medium Instruction (EMI) has been defined as ‘the use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language (L1) of the majority of the population is not English’ (Macaro, 2018, p. 19). This definition has proved to be controversial but has underpinned the work of our research group, from whose collective perspective this article is written. Debates have centred on the role that English language development plays in EMI contexts, and whether this current definitional scope is too narrow in its exclusion of English medium educational practices in Anglophone settings. Pecorari and Malmström (2018), for example, observe that some members of the EMI research community interpret EMI more broadly to include ‘contexts in which English is a dominant language and in which English language development is supported and actively worked for’ (p. 507). Similarly, Baker and Hüttner (2016, p. 502) state that excluding Anglophone contexts from EMI is ‘unhelpful’ by failing to include the experiences of multilingual students in Anglophone universities who learn through their second language (L2). A focus on multilingualism is also one of the driving forces behind the emergence of new terminology that seeks to shift focus towards the contexts of education, rather than instruction and pedagogy. Dafouz and Smit (2016), for example, prefer the term English-Medium Education in Multilingual University Settings (EMEMUS), because the ‘label is semantically wider, as it does not specify any particular pedagogical approach or research agenda’ (p. 399).

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Language Teaching , Volume 56 , Issue 4 , October 2023 , pp. 539 - 550
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Copyright © The Author(s), 2021. Published by Cambridge University Press

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