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Abstract

This study employs a longitudinal narrative inquiry to investigate how language-of-instruction pathways influence student experiences at a private Spanish business university. Comparing English-medium education (EME) and the non-EME alternative of Spanish-medium education (SME), the study addresses the gap left by single-track investigations. Over two years, four participants were followed. Grounded theory analysis via MAXQDA explored the interplay between students’ inner views (self-concept and self-efficacy) and outer views (language proficiency gains, academic success, future professional opportunities, parental influence, and English for academic purposes support). Findings indicate that L2 self-concept and parental expectations influence initial programme choice. The inquiry further shows how internal justifications can facilitate or hinder progress, revealing a reciprocal relationship between English for academic purposes provision and internal development that is often overlooked by cross-sectional research. This longitudinal perspective demonstrates that the educational experience is not a result of the language medium alone but emerges through ongoing negotiation between external conditions and students’ internal responses. The study consequently advocates for multiple linguistic pathways supported by an integrated English for academic purposes framework to ensure sustained support throughout the undergraduate journey.

© John Benjamins Publishing Company
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/content/journals/10.1075/jemi.25010.loh
2026-07-31
2026-08-16

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/content/journals/10.1075/jemi.25010.loh
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A longitudinal narrative inquiry
John Benjamins ; https://doi.org/10.1075/jemi.25010.loh
/content/journals/10.1075/jemi.25010.loh
/content/journals/10.1075/jemi.25010.loh
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  • Article Type: Research Article
Keywords: English-medium education (EME) ; students’ educational experiences ; longitudinal narrative inquiry ; L2 self-concept ; Spanish-medium education (SME)

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