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



Since English-Medium Instruction (EMI) has emerged as an important field of policy and research, there are a multiplicity of issues that are unexamined but need critical attention. This paper features some key scholars of EMI who together highlight contemporary issues of EMI as a field of research and its primary future research agendas moving forward, including appropriate methods of collecting information about EMI. The nine researchers, who represent different geographical contexts (South/East Asia, Africa, Europe, and South America), have offered their views regarding the future research agendas of EMI. Based on the conversations with these researchers, this paper presents eight strands of EMI research agendas that need to be carried on.

Available under the CC BY 4.0 license.

Article metrics loading...

Loading full text...

Full text loading...



  1. Block, D.
    (2017) Political economy in applied linguistics research. Language Teaching, 50(1), 32–64. doi:  10.1017/S0261444816000288
    https://doi.org/10.1017/S0261444816000288 [Google Scholar]
  2. Jahan, I., & Hamid, M. O.
    (2019) English as a medium of instruction and the discursive construction of elite identity. Journal of Sociolinguistics, 23, 386–408. doi:  10.1111/josl.12360
    https://doi.org/10.1111/josl.12360 [Google Scholar]
  3. Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J.
    (2018) A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. doi:  10.1017/S0261444817000350
    https://doi.org/10.1017/S0261444817000350 [Google Scholar]
  4. Milligan, L. O.
    (2020) Towards a social and epistemic justice approach for exploring the injustices of English as a medium of instruction in basic education. Educational Review. doi:  10.1080/00131911.2020.1819204
    https://doi.org/10.1080/00131911.2020.1819204 [Google Scholar]
  5. Olssen, M., & Peters, M. A.
    (2005) Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. doi:  10.1080/02680930500108718
    https://doi.org/10.1080/02680930500108718 [Google Scholar]
  6. Sah, P. K., & Karki, J.
    (2020) Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development. doi:  10.1080/01434632.2020.1789154
    https://doi.org/10.1080/01434632.2020.1789154 [Google Scholar]
  7. Sah, P. K., & Li, G.
    (2018) English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109–123. doi:  10.1080/19313152.2017.1401448
    https://doi.org/10.1080/19313152.2017.1401448 [Google Scholar]
  8. (2020) Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism. doi:  10.1080/13670050.2020.1849011
    https://doi.org/10.1080/13670050.2020.1849011 [Google Scholar]
  9. Tsou, W., & Baker, W.
    (Eds.) (2021) English-medium instruction translanguaging practices in Asia: Theories, frameworks and implementation in higher education. Springer.
    [Google Scholar]
  10. Wijesekera, H. D., & Hamid, M. O.
    (forthcoming). The dynamics of bilingual education in post-conflict Sri Lanka. InL. Adinolfi, U. Bhattacharya, & P. Phyak Eds. Multilingual education in South Asia: At the intersection of policy and practice. Routledge.
    [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error