Abstract
In the global educational landscape, policymakers mainly implement English-Medium Instruction (EMI) programs in higher education to maximize internationalization outlook and student mobility. EMI has brought numerous pedagogical dilemmas for EMI teachers since they were administratively requested to transform their monolingual disciplinary classes into EMI without consultation and proper professional development. Many EMI teachers reported having limited English ability to execute EMI pedagogy, holding marginalized views toward their English accents, and lacking pedagogical knowledge for EMI. This paper presents some recommendations for EMI teachers to implement EMI pedagogy based on the outcomes of a teacher professional development project. The suggestions are characterized as 4E: 1) Embracing EMI with the right attitudes (‘E’ in ‘EMI’), 2) EMI lesson planning, 3) Executing EMI lessons, and 4) Engaging in reflective practice.
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