The internationalization of higher education has become a defining feature of universities in the 21st century. As institutions seek to enhance their global reputation, attract diverse student populations, and participate in international research networks, English has increasingly emerged as the primary language of academic communication. English as a Medium of Instruction (EMI) plays a central role in this shift, influencing curriculum design, pedagogy, and institutional strategies. Understanding this relationship allows educators and policymakers to evaluate the role of EMI in shaping global academic landscapes, particularly within rapidly developing regions such as Asia.
The internationalization of higher education is also understood as a means of fostering global and intercultural competencies within academic programs. According to Colius et al. (2023), integrating international elements into curricula contributes to institutional prestige and enhances academic quality, thereby improving global rankings. Manning (2020) further highlights that intentional inclusion of international perspectives in teaching and research promotes critical thinking and supports deeper knowledge construction among students.
Moreover, the adoption of EMI serves as a strategic tool within internationalization efforts, especially in non-English dominant education systems. EMI reinforces English as a global lingua franca and increases the attractiveness of institutions to international students (Rahman & Singh, 2022). Case studies in Japanese higher education demonstrate how EMI programs can help localize global learning and expand access to internationalized academic experiences (Radjai & Hammond, 2020).
Overall, internationalization supports institutional goals and enhances the academic experience for students by promoting equitable participation, social justice, and critical global awareness (Manning, 2020). When aligned with thoughtful EMI practices, it enables universities to prepare learners for engagement in diverse, interconnected academic and professional communities.
1. The Rise of EMI in Global Higher Education
Until recently, English-medium programs were largely concentrated in English-speaking countries. However, universities worldwide now offer programs fully or partially taught in English to increase global competitiveness. From engineering in South Korea to business programs in Vietnam and Thailand, English has become a bridge language connecting students and academics across borders.
For many institutions, adopting EMI strengthens their ability to participate in international academic dialogues. It facilitates partnerships, student exchanges, and research collaborations while signaling a commitment to global standards of scholarship. Yet, the decision to implement EMI is rarely neutral; it is shaped by political, economic, and cultural aspirations.
2. Motivations for Implementing EMI
a. Enhancing Institutional Prestige
Universities often adopt EMI to elevate their status in global university rankings, which tend to reward international visibility and English-language research output. EMI programs help institutions appear more globally oriented and academically modern.
b. Expanding International Student Recruitment
EMI widens access to students who may not speak the local language but are drawn to regional educational opportunities. Asian universities, including those in Malaysia, China, and Vietnam, increasingly welcome students from the Middle East, South Asia, and Africa.
c. Improving Graduate Employability
In many job markets, English proficiency is perceived as essential to participating in global industries. EMI programs therefore position students to compete internationally, particularly in fields like business, STEM, and tourism.
3. Benefits and Opportunities of EMI in Internationalization
EMI fosters multicultural learning environments, where students encounter diverse perspectives and communication styles. This prepares graduates not only to engage in international workplaces but also to develop intercultural competence — a key graduate attribute in global higher education.
Moreover, teaching academic subjects through English can deepen students’ access to global knowledge sources, since much scholarly literature is published in English. This provides expanded intellectual horizons and reduces knowledge barriers.
4. Challenges and Tensions
a. Language Proficiency Gaps
Lecturers and students alike may struggle if their English proficiency is insufficient for academic communication. This can affect learning outcomes, classroom interaction, and confidence.
b. Risk of Linguistic Inequity
Students from rural or socioeconomically disadvantaged backgrounds may face disproportionate difficulties in EMI classrooms, potentially reinforcing existing educational inequalities.
c. Cultural and Identity Concerns
Overreliance on English may overshadow local languages and academic traditions. Some scholars argue that EMI can function as a form of linguistic imperialism if not implemented with sensitivity to local contexts.
5. Toward a Balanced and Sustainable EMI Model
Sustainable EMI requires thoughtful policy and support systems. Institutions can adopt scaffolding strategies such as pre-sessional English courses, language clinics, bilingual resources, and lecturer training programs. Furthermore, translanguaging practices — strategically using both English and the local language — allow students to draw upon their full linguistic repertoires to make meaning.
In this sense, EMI should not simply replace local academic cultures but coexist with them, enriching the learning environment while promoting intercultural academic literacy.
How can EMI support internationalization in your institution while still valuing and maintaining local linguistic and cultural identity?
References
Colius, G., Ackson, K., & Magasu, O. (2023). Faculty members' experiences in internationalization of the curriculum in higher education institutions: A case study of the Zambian Open University. International Journal of Multidisciplinary Research and Analysis, 6(5). https://doi.org/10.47191/ijmra/v6-i5-23
Manning, A. (2020). Designing and engaging support for comprehensive internationalisation: Case studies from the University of Kent to share good practice with institutions in Uzbekistan. Silk Road: A Journal of Eurasian Development, 2(1). https://doi.org/10.16997/srjed.5
Radjai, L., & Hammond, C. (2020). Internationalization of the curriculum in Japanese higher education. Journal of Comparative & International Higher Education, 11(Winter), 172–175. https://doi.org/10.32674/jcihe.v11iwinter.1523
Rahman, M., & Singh, M. (2022). The ideology towards English as a Medium of Instruction (EMI) adoption in higher education in Malaysia: A case study. 3L: The Southeast Asian Journal of English Language Studies, 28(2), 109–121. https://doi.org/10.17576/3l-2022-2802-08