What is it about?
In this article, I study the influence of disciplinary knowledge structures and literacies on lecturers’ and students’ linguistic needs in English-Medium Instruction courses in higher education. Through a case study of two Belgian engineering programs (one in bio-science engineering and one in industrial design engineering), I make the case for intra-institutional differentiation in terms of language policy design and the provision of support mechanisms. Specifically, I underline the need for EMI policy and implementation frameworks which embrace discipline-specific and activity-sensitive functional attunement and include attention to lecturer discretion.
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This page is a summary of: EMI and its sociolinguistic entanglement with local languages, Journal of English-Medium Instruction, June 2023, John Benjamins,
DOI: 10.1075/jemi.22018.des.
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