Abstract
Jack C. Richards (2021) suggests that language teacher identities are shaped by their past experiences, teacher education and language proficiency. His recent publications in English Medium Instruction (EMI) (Richards & Pun, 2022a; 2022b) inspired reflection on my multiple teacher identities. In this paper, I offer a narration of past experiences as a language learner and a non-native English-speaking teacher. As part of this narration, I reflect on the shift from being an English as a Foreign Language teacher (EFL) to being an English as a Medium of Instruction (EMI) teacher. While making this shift from EFL to EMI, I was searching for the meaning of what it means to be a “good language teacher” (Barkhuizen & Mendieta, 2020, p. 1). I propose that the transition was a natural evolution to respond to the global EMI trend. Richards’ work not only provided a systematic examination of the emergence of global EMI programs, but it continues to have a profound impact on my dual roles as language and content specialist.
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