I-SHOU UNIVERSITYBilingual Education and EMI Center

1. Operational Definition of EMI

• EMI refers to academic courses offered in non-English-speaking institutions where instruction, classroom interaction, learning materials, assessments, and learning outcome presentations are conducted entirely in English.
• Language-focused English courses are not categorized as EMI courses. However, ESL, EAP (English for Academic Purposes), and ESP (English for Specific Purposes) courses play a critical supporting role in EMI implementation.
• In EMI courses, teaching content, instructor-student interaction, learning outcomes, presentations, and assessments should be conducted in English.
• Students may temporarily use their native language during group discussions when necessary for idea generation and collaborative understanding. Nevertheless, discussion outcomes should be presented in English.
• Instructors should ensure that at least 70% of classroom communication takes place in English and encourage students to maximize English use in speaking and writing.

2. Teaching Objectives

• The primary objective of EMI is to equip students with the ability to communicate effectively and professionally in English within academic and workplace environments upon graduation.

3. Teaching Practices

• Instructors should possess a high level of language awareness and adopt a learner-centered approach while teaching in English.
• Teachers should provide sufficient opportunities for small-group discussions and collaborative learning activities, encouraging students to communicate in English whenever possible.
• Including international students in classes or discussion groups can naturally increase English usage and strengthen the effectiveness of EMI learning environments.
• Institutions should provide additional language support, including EAP courses and academic language development resources, to help students achieve learning outcomes comparable to those in native-language instruction.
• English language specialists are encouraged to collaborate with disciplinary faculty members to develop EAP and ESP courses that foster both language proficiency and subject-specific competence.
• At the beginning of each course, instructors should clearly communicate expectations regarding classroom interaction, group work, presentations, and assignment submission requirements.
• EMI implementation should promote a supportive and encouraging classroom environment rather than creating excessive pressure on instructors or students.
• Institutions may implement peer observation programs to provide constructive feedback and professional support, focusing on teaching enhancement rather than evaluation.

4. Minimum Language Proficiency Requirements

For Instructors

• Teachers are recommended to possess at least CEFR B2-level proficiency in listening, speaking, reading, and writing to effectively deliver disciplinary knowledge and facilitate classroom interaction.

For Students

• Institutions should assess students’ English proficiency upon enrollment to support appropriate placement and monitor language development.
• Although CEFR B2 is generally considered an effective starting point for EMI learning, proficiency requirements may vary by academic discipline.
• With sufficient academic and language support systems in place, institutions may flexibly adjust entry requirements and encourage broader participation in EMI courses.