Instruction in the English Language and English Medium Instruction: Implementing Research Findings in Practical Applications

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Instruction in the English Language and English Medium Instruction: Implementing Research Findings in Practical Applications

Dr. Rajesh K , R. Isvariya , M. Nagalakshmi

DIP: 18.02.030/20251002

DOI: 10.25215/2455/1002030

Received: June 12, 2025; Revision Received: June 18, 2025; Accepted: June 23, 2025

Abstract

The increasing global reliance on English as a medium of instruction has significantly influenced educational policies and classroom practices across non-native English-speaking countries. As institutions worldwide adopt English Medium Instruction (EMI) to enhance internationalization and academic competitiveness, a parallel concern emerges regarding the preparedness of both educators and learners to operate effectively in English-dominant academic settings. This research paper critically examines the intersection between English language instruction (ELI) and EMI, emphasizing the importance of applying empirical research findings to practical teaching and institutional frameworks. Drawing on current research in applied linguistics, second language acquisition, and EMI implementation, the paper explores how language instruction theories and pedagogical innovations can be effectively translated into classroom strategies. It highlights the necessity of integrated approaches that address content learning and language development simultaneously, particularly through models such as Content and Language Integrated Learning (CLIL) and translanguaging practices. Furthermore, the paper investigates institutional challenges, such as limited teacher training, lack of language-aware curricula, and assessment misalignment, offering actionable solutions based on documented best practices from diverse educational contexts. Through a synthesis of empirical studies and interviews with EMI practitioners, the paper outlines key success factors for effective EMI adoption, including targeted professional development, curriculum redesign, and institutional support systems. The findings underscore the need for context-sensitive, flexible, and research-informed approaches that empower teachers and support learners in multilingual classrooms. Ultimately, this study advocates for a research-to-practice model that enables sustainable and inclusive EMI programs, ensuring that English language instruction and content delivery mutually reinforce academic success.

Keywords

The author(s) appreciates all those who participated in the study and helped to facilitate the research process.

The author(s) declared no conflict of interest.

This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

Responding Author Information

R. Isvariya @ rameshenglish1985@gmail.com

Instruction in the English Language and English Medium Instruction: Implementing Research Findings in Practical Applications

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Article Overview

ISSN 2455-670X

DIP: 18.02.030/20251002

DOI: 10.25215/2455/1002030

Published in

Volume 10 Issue 2, April – June, 2025

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