Academic Literacy and Support Mechanisms

Understanding Academic Literacy in EMI Contexts

Academic literacy in English-Medium Instruction (EMI) contexts extends beyond general language proficiency. It involves students’ capacity to interpret, produce, and critically engage with disciplinary knowledge in English. This includes navigating the complex relationship between content learning, academic discourse, and the socio-cultural expectations of academic communication. Research in Asian higher education shows that even students with high English proficiency may struggle with tasks that require critical analysis, argumentation, or the application of disciplinary conventions within academic genres.

A key concept in this area is that academic literacy in EMI represents an integrated construct that combines linguistic competence, disciplinary thinking, and cultural awareness of academic practices. Hadingham (2023) notes that many EMI students begin their studies with limited exposure to the kinds of academic literacy practices expected in English-dominant academic environments, placing them at a disadvantage compared to peers in Anglophone contexts.

Rodrigues et al. (2024) emphasize the importance of academic socialization in EMI curricula, where pedagogic and linguistic literacies are intentionally integrated to support genre awareness and intercultural communication. Similarly, Huang and Li (2024) highlight the role of Content and Language Integrated Learning (CLIL) in simultaneously promoting language proficiency and disciplinary comprehension, both of which are necessary for developing academic literacy.

However, achieving this development requires explicit scaffolding. When academic genres such as essays, reports, and presentations are not taught directly, non-native English-speaking students often experience cognitive overload and disengagement. McKinley (2025) points out that English proficiency alone does not guarantee EMI readiness; instead, universities must encourage collaboration between TESOL specialists and content lecturers to design curricula aligned with disciplinary literacy needs.

Finally, Mahawattha and Rassool (2023) argue that acknowledging the structural challenges faced during transitions to EMI is essential. Using the framework of academic literacies can help institutions better support students’ adjustment by recognizing that learning to do academic work in English is both a linguistic and cultural process.

Developing academic literacy thus requires explicit scaffolding. Lecturers must integrate instruction in academic genres—essays, reports, and presentations—while promoting metacognitive awareness of how knowledge is structured and communicated in English. When these skills are left implicit, non-native English-speaking students often experience cognitive overload and disengagement.

Institutional Support and Learning Services

Successful EMI programs rely heavily on institutional support mechanisms. Universities in Asia increasingly provide writing centers, peer-mentoring schemes, and academic English support courses to assist students in bridging the gap between general English skills and academic literacy demands. These services are essential in reducing attrition rates and promoting equity, particularly for students from linguistically diverse backgrounds.

Effective support systems also include early diagnostic assessments, self-access learning resources, and collaboration between language and content lecturers. Joint initiatives, such as co-taught “Language for Specific Purposes” workshops, can contextualize language learning within disciplinary tasks, ensuring relevance and engagement.

Addressing Emotional and Cognitive Barriers

The transition into EMI courses can trigger anxiety, low confidence, and identity tension among students who feel linguistically disadvantaged. Support mechanisms should therefore address both cognitive and affective domains. Counseling services, peer-learning groups, and culturally responsive pedagogy can create psychologically safe environments for risk-taking and participation.

Evidence from EMI research in Japan, Vietnam, and Hong Kong demonstrates that holistic support not only improves academic performance but also fosters belonging and persistence among multilingual learners.

Collaborative Responsibility in Academic Literacy Development

Academic literacy is a shared institutional responsibility rather than a remedial task for language specialists. Effective EMI programs encourage collaboration between English language centers, subject departments, and student affairs offices. Faculty workshops on “writing-across-the-curriculum” approaches help lecturers integrate genre awareness and disciplinary literacy into their teaching.

Digital learning environments, such as Moodle, further extend support through discussion forums, annotated exemplars, and AI-driven writing feedback tools. The goal is not only to assist struggling students but to embed literacy enhancement as a continual learning process across the curriculum.