An evaluation of English Medium Instruction on content learning and language knowledge and recommendations for practice

Thasmia Khan

doi:10.54475/jlt.2025.004

Authors

Thasmia Khan University of Oxford

DOI:

https://doi.org/10.54475/jlt.2025.004

Keywords:

English Medium Instruction, content learning, subject knowledge, language learning

Abstract

Driven by the perception that English Medium Instruction can lead to gains in both content learning and English language knowledge, the number of EMI courses in institutions worldwide has proliferated in recent years. However, an examination of research on EMI shows that outcomes in both these areas are unclear, due to methodological errors or studies that neglect individual learner differences. Recommendations at both practitioner and institutional level, such as specialised pre-sessional courses for EMI students and EMI teacher training, are given to ensure that students can achieve in both subject knowledge and English language ability.

Author Biography

Thasmia Khan, University of Oxford

Thasmia Khan graduated from University College London in 2020 with a BA (Hons) in History. After completing a Cambridge CELTA, she moved to Japan to teach English as a Foreign Language as part of the Japan Exchange and Teaching Programme (JET). She is currently pursuing an MSc in Applied Linguistics for Language Teaching at Regents’ Park College, Oxford, with research interests surrounding the use of the mother tongue in second language acquisition.
Email address: thasmia.khan@regents.ox.ac.uk

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