EMI vs. CLIL vs. ESP

Understanding how these three approaches differ—and overlap—helps teachers make informed pedagogical and policy decisions in English-medium education.

1. Understanding the Three Approaches

English as a Medium of Instruction (EMI), Content and Language Integrated Learning (CLIL), and English for Specific Purposes (ESP) are all approaches that connect language and content, but they serve different goals and educational contexts.

English as a Medium of Instruction (EMI), Content and Language Integrated Learning (CLIL), and English for Specific Purposes (ESP) are interrelated methodologies in language acquisition and instruction. EMI emphasizes content learning while language acquisition occurs incidentally, which can particularly benefit non-native speakers in diverse educational contexts (Jiang et al., 2023). Conversely, CLIL is a dual-focused approach that integrates both language and content, particularly effective in subjects like tourism, where collaboration with ESP experts can enhance curriculum effectiveness (Hermawati, 2022). ESP focuses on specialized language instruction tailored to specific disciplines, aligning well with both CLIL and EMI frameworks, as they all aim to elevate communicative competence in contextually relevant settings (Costa & Mastellotto, 2022). Ultimately, integrating these approaches can significantly foster language proficiency while addressing domain-specific educational needs (Polyakova et al., 2022).

The distinction lies in their primary objectives: while EMI focuses on subject-matter delivery, CLIL integrates both language and content learning, and ESP targets specialized communication skills for professional domains.

EMI (English as a Medium of Instruction)

EMI uses English to teach academic subjects in non-English-speaking contexts. The main aim is to deliver disciplinary knowledge rather than language instruction. Language development is secondary, supported incidentally through exposure.

  • Focus: Academic content
  • Teacher role: Subject expert
  • Students: Mixed English proficiency

CLIL (Content and Language Integrated Learning)

CLIL promotes a dual-focus—learning both subject matter and language simultaneously. It emphasizes scaffolding, interaction, and explicit language support during content lessons.

  • Focus: Language + content equally
  • Teacher role: Language-aware subject teacher
  • Students: Developing both cognitive and linguistic skills

ESP (English for Specific Purposes)

ESP courses are designed for professional or academic needs, such as English for Business, Tourism, or Medicine. The emphasis lies on specialized vocabulary, discourse, and communication functions.

  • Focus: Workplace or field-specific language
  • Teacher role: Language specialist with field awareness
  • Students: Learn targeted terminology and tasks

2. Comparison Overview

Aspect EMI CLIL ESP
Main Goal Deliver subject content through English Integrate content and language learning Develop specialized English for professions
Primary Focus Knowledge transfer Language & cognition Professional communication
Teacher Profile Subject expert Language-aware content teacher English teacher familiar with specific domains
Language Support Implicit/incidental Explicit and integrated Explicit and task-based
Target Learners University students Primary to tertiary learners Professionals and vocational learners
Assessment Type Content-focused Dual focus (language + content) Task-based, needs-specific

3. Key Insights for Educators

Tip: In higher education, combining EMI’s academic depth with CLIL’s language awareness and ESP’s relevance can maximize learning outcomes.

4. Reflection Activity

Imagine you are teaching a university course on Business Communication. How would you blend EMI, CLIL, and ESP elements to help students learn both business knowledge and English communication skills effectively?

References

Costa, F., & Mastellotto, L. (2022). The role of English for specific purposes (ESP) in supporting the linguistic dimension in English-medium instruction (EMI). CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(2), 37–52. https://doi.org/10.5565/rev/clil.91

Hermawati, D. (2022). The role of content and language integrated learning (CLIL) in teaching English for tourism: Challenges and implications for ESP teachers. Journal of English in Academic and Professional Communication, 8(1), 1–9. https://doi.org/10.25047/jeapco.v8i1.2333

Jiang, D., Chen, O., Han, Y., & Kalyuga, S. (2023). Improving English language skills through learning mathematics content: From the expertise reversal effect perspective. British Journal of Educational Psychology, 93(S2), 386–401. https://doi.org/10.1111/bjep.12596

Polyakova, O., Kamel, L., Sungatullina, D., & Gorelova, Y. (2022). EMI for universities: How to benefit from embodying it into educational process. Education & Self Development, 17(2), 105–114. https://doi.org/10.26907/esd.17.2.10