A Typology of English-Medium Instruction

• Published in: RELC journal Vol. 54; no. 1; pp. 216 - 240
• Main Authors: Richards, Jack C, Pun, Jack
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.04.2023; SAGE PUBLICATIONS, INC
• Subjects: Bilingual Education; Classification; Comparative Analysis; Comparative Education; Content and Language Integrated Learning; Cultural Context; Curriculum Development; Educational Objectives; Elementary Secondary Education; English (Second language); English for academic purposes; Higher Education; Immersion Programs; Integrated Activities; Language of Instruction; Learning Activities; Postsecondary education; Primary secondary education; Program Design; Second Language Instruction; Second Language Learning; Second language teaching; Student Characteristics; Teacher Characteristics; Teaching language; Teaching Methods; Thematic Approach; typology; English learning; English-medium instruction; content-based instruction; English teaching
• ISSN: 0033-6882; 1745-526X
• DOI: 10.1177/0033688220968584

The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium instruction (EMI). The expansion of EMI worldwide has resulted in many different forms of EMI, as well as some confusion as to how they differ. In addition, a number of different forms of EMI may occur in the same school or institution, area, or country. The different forms of EMI can be usefully classified in the form of a typology. A typology provides a basis for objective and quantifiable accounts of the characteristics of EMI in different situations. The present typology describes 51 features across 10 curriculum categories, which were identified when comparing different forms and realizations of EMI. It highlights the many different dimensions of EMI that are involved in describing, planning, or evaluating EMI. [Author abstract]