Navigating the landscape of English-medium instruction : attitudes, perceptions and practices

Abstract

English-Medium Instruction (EMI) has gained prominence in higher education as a strategy to foster internationalisation, enhance institutional reputation, and improve students’ global professional prospects and competencies. However, its implementation is complex and poses several challenges in terms of educational practices, communication, and interaction. This Special Issue explores the multifaceted nature of EMI through different case studies, primarily in Italian Universities, and is supplemented by comparative analyses from other countries. The contributions examine lecturers’ and students’ perspectives by focusing on linguistic, attitudinal, and educational aspects. Key themes include the impact of professional training for lecturers, strategies to enhance teacher student interaction, and the role of microteaching in improving EMI educational practices. Findings reveal the need for innovative teaching approaches, interactive methodologies, and greater support for students’ language and critical thinking skills. The studies included in this Special Issue highlight varied insights, experiences, and needs, including the difficulties related to lecturers’ language proficiency, and the influence of cultural contexts on classroom interaction. Case study based research and comparative studies shed light on differences in student perceptions of EMI, transcultural interactions, and the role of linguistic backgrounds. This Special Issue underscores the importance of addressing institutional and educational gaps to ensure the effectiveness of EMI. By fostering collaboration between policymakers, educators, and researchers, the studies aim to refine EMI practices while acknowledging the constraints of Englishization on linguistic diversity. The findings contribute to a deeper understanding of the potential challenges and limitations of EMI by offering practical insights for improving internationalised education in diverse university contexts.