EMI teachers in European coastal linguistic contexts : lived experiences

Abstract

This chapter investigates the lived experiences of higher education academics implementing English Medium Instruction (EMI) across eight coastal European universities. Utilizing a qualitative research design based on three focus groups (n = 16) conducted during an international staff training week in Malta, the study examines the challenges academics face when teaching in English, the strategies they employ, and the impact of EMI on their professional identity and pedagogical practices. Key findings reveal that academics experience linguistic insecurities, reduced spontaneity, and difficulties with classroom management discourse, alongside navigating the dual challenge of delivering complex disciplinary content while supporting students' language needs. The study also highlights emerging challenges, including student disengagement and the disruptive impact of Generative AI (GenAI) on written assignments. In response, teachers demonstrate adaptability by employing multimodal resources, scaffolding techniques, and collaborative strategies. The authors argue that effective EMI implementation requires moving beyond a purely linguistic focus to embrace a holistic pedagogical framework that provides targeted professional development, student EAP support, and formal recognition of multilingual practices.