In English as a Medium of Instruction (EMI) classrooms, the ways teachers speak, explain, prompt, and question strongly influence how students understand academic content and engage in learning. Because students must simultaneously process subject knowledge and operate in a second or additional language, teacher talk becomes a central pedagogical tool. The clarity, pacing, and structure of teacher talk play a crucial role in reducing cognitive load while maintaining academic rigor. Effective questioning strategies, meanwhile, guide students toward deeper thinking, increase participation, and foster an interactive learning environment.
1. The Role of Teacher Talk in EMI
Teacher talk refers to the spoken language teachers use in the classroom, including explanations, instructions, feedback, and informal interaction. In English-Medium Instruction (EMI) settings, teacher talk performs several critical functions: it transmits disciplinary knowledge, supports the development of academic reasoning, and helps build classroom rapport. Unlike in first-language classroom contexts, EMI learners often depend heavily on the teacher’s pace, tone, phrasing, and strategic repetition to follow the logic of a lesson. As a result, teacher talk becomes a primary scaffold for meaning-making, guiding students through both linguistic and conceptual processing simultaneously.
Research shows that learners benefit from teacher talk that is moderately paced, clearly structured, and supported with contextualized examples. Teachers who intentionally rephrase complex ideas, highlight discipline-specific vocabulary, and check comprehension without diluting content contribute to more equitable and effective learning environments. Maintaining an academic register is essential—students need sustained exposure to the language of scholarship—yet clarity must remain a priority to ensure understanding.
Evidence from EMI settings reinforces the importance of communication strategies in shaping learning outcomes. A study of Thai EMI instructors demonstrated that teacher training focused on refining teacher talk significantly improved clarity and intelligibility, leading to better student comprehension (Kanoksilapatham, 2025). Similarly, research in Japanese universities highlights how structured speech patterns and integrated language guidance enrich students’ engagement and understanding (Davila, 2022). Interactive discourse also plays a vital role; teacher questioning and dialogic meaning-making help students co-construct knowledge during instruction (Milne & Sánchez-García, 2013).
Additionally, research on translanguaging practices in EMI mathematics classrooms illustrates how teachers’ use of multiple linguistic resources—combined with playful talk and relational interaction—can deepen conceptual understanding and strengthen rapport (Tai & Wei, 2020). These findings demonstrate that effective teacher talk is not merely a matter of language proficiency, but rather a pedagogical skill grounded in intentional communication choices. Ultimately, the quality of teacher talk shapes students' opportunities to access disciplinary knowledge, develop academic literacy, and participate meaningfully in EMI learning environments.
Features of Effective Teacher Talk
- Clear organization (e.g., “First, we will examine…, then we will discuss…”)
- Moderate speaking pace and intentional pausing
- Recycling and paraphrasing key concepts
- Highlighting important academic vocabulary in context
- Providing concrete examples before abstract generalization
2. Questioning Strategies for Meaningful Interaction
Questions are among the most powerful tools for activating students’ engagement and critical thinking. In EMI contexts, questioning must consider students’ language readiness, cognitive demands of the topic, and the cultural expectations surrounding classroom participation. Question types can be broadly categorized into lower-order (recall, comprehension) and higher-order (analysis, evaluation, synthesis) questions. Both are necessary, but higher-order questions must often be scaffolded so students can respond confidently in English.
Types of Questions Commonly Used in EMI Classrooms
- Display Questions: The teacher knows the answer and checks understanding.
Example: “What does the term ‘academic literacy’ mean in this context?” - Referential Questions: The teacher does not know the answer; students contribute new meaning.
Example: “How does group discussion support your learning in EMI courses?” - Probing Questions: Encouraging deeper thinking or justification.
Example: “Can you explain why this perspective might be limited?”
3. Scaffolding Student Responses
Students may have ideas but lack the linguistic resources to express them fully. Scaffolding provides temporary support to help learners communicate more effectively. This can include sentence frames (“One reason for this is…”), guided prompts, visual cues, and collaborative pair work before whole-class sharing. Over time, supports can be gradually reduced as students gain confidence and fluency.
4. Encouraging Equitable Participation
In many Asian higher-education contexts, cultural norms may discourage students from speaking unless invited directly. Teachers can promote equitable participation by using strategies such as:
- Wait time (3–7 seconds before expecting a response)
- Think-pair-share before whole-group sharing
- Inviting multiple viewpoints rather than single “correct” answers
- Acknowledging effort and content positively, even when responses are incomplete
These strategies help create a learning environment where all students feel that their contributions are valued.