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Volume 5, Issue 1
  • ISSN 2666-8882
  • E-ISSN: 2666-8890
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Abstract

Abstract

[This keynote paper was presented at the International Multidisciplinary Conference on English as a Catalyst for Knowledge Transfer and Collaboration in European University Alliances, organised by AGH University of Kraków on 11–12 September 2025.]

This paper should be seen as a response to persistent fragmentation in English-medium instruction (EMI) policy, pedagogy, and scholarship. Rather than adding to the field’s growing “research noise”, it advances a solution oriented paradigm (SoP) grounded in a political — normative argument: EMI must be theorised and professionalised as an institutional practice rather than reduced to a linguistic or methodological problem. Anchored in critical social theory and sociocultural theory, and coordinated through an integrative program of epistemic coordination, the paper reframes EMI as a political choice, a culturally embedded practice, and an accountable professional domain. I argue that EMI quality can only be understood as alignment between policy, pedagogy, and student learning outcomes, and illustrate how this alignment can be operationalised through the EMI professionalisation framework (EMI ProF). Written in a keynote register adapted to journal convention, this paper aims to speak , not just , international EMI stakeholders, calling for collaboration, innovation, and transformation as necessary conditions for sustainable, equitable, and learning centred EMI futures.

© John Benjamins Publishing Company
Available under the CC BY 4.0 license.
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2026-03-23
2026-04-19

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/content/journals/10.1075/jemi.00012.aki
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Reframing EMI
Journal of English-Medium Instruction 5, 77 (2026); https://doi.org/10.1075/jemi.00012.aki
/content/journals/10.1075/jemi.00012.aki
/content/journals/10.1075/jemi.00012.aki
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  • Article Type: Brief Report
Keyword(s): critical EMI; EMI policy and quality; EMI ProF; English-medium instruction; professionalisation of EMI universities

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