Fifteen Eighty Four

English Medium Instruction (EMI) is revolutionising education systems worldwide. From universities in Asia to secondary schools in Europe, EMI is reshaping how knowledge is imparted and acquired. However, this global trend raises pressing questions: How do students fare academically in a second language? What strategies ensure effective content and language learning? Our book, Researching English Medium Instruction: Quantitative Methods for Students and Researchers (Cambridge University Press), co-edited with Dr Jack Pun, delves into these complexities, offering rigorous frameworks for advancing EMI research and practice.

Why EMI Research Matters

EMI reflects the growing role of English as a global lingua franca, particularly in higher education and internationalised school contexts. While its potential to unlock global opportunities is undeniable, EMI also poses challenges. Issues such as equity, access, and linguistic diversity demand urgent attention. How do language policies influence classroom practices? How can education systems embrace multilingualism while ensuring effective English proficiency? These are some of the critical questions our book addresses.

Bridging Research Methodological Gaps

Despite the rapid expansion of EMI, research often relies on small-scale case studies with limited generalisability. Our book fills this gap by providing a comprehensive exploration of quantitative research methodologies tailored for EMI. From structural equation modelling and ANOVA to Rasch analysis, the book equips researchers with robust tools to generate actionable insights.

Theoretical chapters introduce foundational techniques, while empirical case studies demonstrate practical applications. For example, one chapter uses exploratory factor analysis to examine grammatical complexity in scientific writing among EMI students in Hong Kong. Another investigates the impact of mother tongue use in mathematics classrooms, offering policymakers valuable lessons.

Practical Implications for Stakeholders

Educators can leverage the book to design curricula that balance content delivery and language acquisition effectively. Strategies like translanguaging—allowing students to use multiple languages for meaning-making—are explored in-depth. Policymakers will find evidence-based recommendations to develop equitable EMI frameworks that respect linguistic diversity while promoting English proficiency.

A Global Perspective

The book’s inclusive approach bridges cultural divides between East and West, making its insights applicable across educational levels and settings. Whether you are a researcher in Europe, an educator in Asia, or a policymaker in Africa, the strategies and methodologies discussed can be adapted to suit diverse contexts.

A Call to Action

Researching English Medium Instruction is more than a resource; it is an invitation to advance the global conversation on EMI. By embracing methodological rigour and inclusivity, we can ensure EMI achieves its potential as a transformative force in education.

Explore the book here and join us in shaping the future of EMI to benefit learners worldwide while fostering linguistic and cultural inclusivity.

For more information, visit the book’s page here: