March 2026 · CLIL
EMI (English as Medium of Instruction) is used worldwide in universities and international schools where subject courses are delivered in English to students whose first language is not English. Unlike CLIL, EMI doesn't have explicit language learning objectives — the focus is content delivery. But effective EMI teachers support language comprehension alongside content learning.
Students in EMI face a dual cognitive load: understanding complex content AND processing it in a foreign language. Research shows that EMI students may comprehend 20-30% less than they would in their L1. Teachers who ignore this reality lose students. Effective EMI addresses the language barrier proactively.
Common student struggles: following fast-paced lectures, taking notes in English, reading dense academic texts, participating in discussions, writing academic essays, and understanding discipline-specific vocabulary. Teachers report: reduced student participation, surface-level responses, and over-reliance on slides.
Before the lecture: provide a pre-reading or vocabulary list. Share slides in advance so students can preview content. During the lecture: speak clearly (not necessarily slowly), use visuals extensively, pause for comprehension checks, repeat key terms, use signposting language ("There are three main reasons..."), and provide real-time glossaries.
Structure lectures with clear transitions: "We've just looked at... Now let's move on to..." "To summarize this section..." "The key takeaway is..." These signposts help students follow the logical flow even when they miss individual words.
Break lectures into 15-minute segments with interaction: think-pair-share questions, quick polling, concept check questions, problem-solving in pairs. Use "lecture pauses" — stop after a key concept and give students 2 minutes to discuss or write a summary. This dramatically improves retention for EMI students.
Assess content knowledge, not language proficiency. Allow multiple modes of expression: diagrams, formulas, bullet points alongside prose. Provide clear assessment criteria focused on content. Consider allowing bilingual glossaries during exams. Grade content accurately — don't deduct points for grammatical errors that don't affect meaning.
Not during content discussions — it disrupts the flow and embarrasses students. Note common language issues and address them separately, or refer students to language support services. Focus correction on written assignments where academic English standards apply.
Offer additional resources: recorded lectures for re-listening, supplementary readings at a lower level, bilingual glossaries, peer study groups, and office hours specifically for language-related questions. Consider a buddy system pairing stronger and weaker English speakers.