Language Support in Content Materials

In English as a Medium of Instruction (EMI) settings, content materials often serve as the primary channel through which students engage with disciplinary knowledge. Yet, when students are learning through a language that is not their first, the language demands embedded in textbooks, lecture slides, online modules, or case studies can create barriers to comprehension and participation. Therefore, designing content materials that provide adequate language support is central to promoting equitable and meaningful learning across diverse EMI contexts.

Why Language Support Matters in EMI

Language support in English-Medium Instruction (EMI) is not simply about simplifying language. Rather, it involves strategically scaffolding understanding so that students can access complex disciplinary ideas through English. Learners in EMI classrooms may encounter challenges related to academic vocabulary, dense sentence structures, implicit argumentation patterns, or cultural references embedded in texts. When instructional materials do not anticipate these linguistic barriers, students risk developing fragmented or superficial content knowledge.

In many Asian higher education contexts, students possess strong conceptual and analytical abilities but may lack sustained exposure to academic English. Without embedded language support, EMI may unintentionally privilege students with stronger English proficiency rather than those with stronger disciplinary understanding. Therefore, integrating language support into course materials ensures that instruction remains both inclusive and intellectually rigorous.

Research underscores the importance of language support for academic success in EMI settings. Higher levels of English proficiency are associated with reduced language-related barriers and improved academic outcomes (Kamaşak & Şahan, 2023; Yüksel et al., 2023). In the social sciences in particular, language proficiency has been identified as a significant predictor of student performance (Yüksel et al., 2023).

Effective language support services are also essential for fostering inclusive learning environments that promote both language development and content comprehension (Prayuda et al., 2024). Additionally, integrating multilingual approaches can promote awareness of linguistic diversity and enhance the overall effectiveness of EMI practices (Si, 2023).

Overall, addressing students’ language needs through targeted, well-designed support does more than reduce academic difficulty—it strengthens comprehension, promotes collaboration, and ensures that EMI remains equitable and educationally meaningful.

Types of Language Support for Content Materials

1. Vocabulary and Terminology Scaffolding

Academic and discipline-specific vocabulary are often a major obstacle in EMI. Terms may appear simple in everyday use but carry precise meanings in disciplinary contexts. Providing glossaries, in-text definitions, visual labels, or examples-in-use helps students internalize conceptual vocabulary more effectively.

2. Text Structuring and Readability Features

• Breaking long paragraphs into shorter, meaningful units
• Using signposting phrases (e.g., “In contrast…”, “This suggests that…”) to guide reasoning
• Highlighting topic sentences and key claims within arguments

These strategies help clarify relationships among ideas, enabling students to process complex text more confidently.

3. Visual and Multimodal Support

Diagrams, timelines, process charts, tables, and color coding can help translate abstract concepts into concrete mental representations. When used thoughtfully, visuals reduce linguistic load without reducing conceptual depth.

4. Guided Learning Activities

Embedding short reflective prompts, comprehension checks, and pattern-identification tasks encourages interaction with content rather than passive consumption. These activities support disciplinary thinking while reinforcing academic English use.

Balancing Accessibility and Academic Rigor

A common misconception is that providing language support means simplifying content to make it easier. However, oversimplification may unintentionally remove the very intellectual depth that EMI programs seek to foster. The challenge is to maintain conceptual richness while reducing unnecessary linguistic barriers. Lecturers can maintain rigor by retaining key disciplinary terms, argument structures, and methodological reasoning, while adding scaffolds that help students navigate and make meaning from them.

One practical guideline is to ask: Am I simplifying the language, or am I simplifying the ideas? Language can be supported without reducing conceptual challenge. For instance, rephrasing overly dense sentences for clarity supports comprehension, while removing key theoretical nuance does not.

Contextual Relevance and Cultural Sensitivity

Language support strategies become even more effective when materials connect to learners' cultural and academic backgrounds. Examples drawn from local contexts, case studies from regional industries, or research relevant to students' environments make disciplinary learning more meaningful while reducing cognitive distance.