Abstract
Abstract English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues for both students and lecturers. These problems include unfair promotion opportunities, unequal access to EMI classes, inadequate learning outcomes, and poor teaching quality. This special issue builds on past and current EMI work that explores issues related to EMI implementation in Chinese higher education institutions and in classrooms. Through the selection of several empirical papers, the special issue shines light on current knowledge, policies and practices of EMI in China to pave the way for research-informed recommendations.
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