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This accessible volume equips language teachers and content specialists with practical strategies for planning, teaching, and assessing English-medium instruction in multilingual classrooms.
English-Medium Instruction for Language Teachers is a practical and engaging guide to English-Medium Instruction (EMI) supports instructors who teach academic subjects through English in contexts where it is not the first language of most students. Blending essential theory with classroom-ready strategies, the book offers a clear, accessible path for designing inclusive lessons, strengthening student engagement, and integrating language and content effectively.
Topics include:
- equitable EMI implementation
- language-aware lesson planning
- active teaching strategies
- classroom community building
- fair and transparent assessment
- use of translanguaging and technology to enhance access and participation.
With reflection questions, case studies, and practical tools throughout, this resource equips both content specialists and language educators with the confidence and methodology to deliver high-quality EMI instruction across disciplines. Written in a warm and supportive tone, it bridges research and practice to make EMI successful, sustainable, and meaningful for diverse learners worldwide.
This book is an addition to The English Language Teacher Development Series, a set of short resource books written in an accessible manner for all types of teachers of English, which offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented.
Simone Sarmento is a professor at the Institute of Letters at the Federal University of Rio Grande do Sul (UFRGS) and a CNPq Research Productivity Fellow (PQ 1D). She is a section editor for the journal DELTA: Documentation of Studies in Theoretical and Applied Linguistics and serves as a reviewer for national and international journals. She is currently based in in Porto Alegre, Rio Grande do Sul, Brazil.
Ron Martinez is an applied linguist specializing in the internationalization of higher education in the Global South. Since 2023, he has served as Co–Editor-in-Chief of Applied Linguistics (Oxford University Press), one of the flagship journals in the field. As a U.S. State Department English Language Specialist, he continues to deliver global training in academic writing and EMI pedagogy, advancing research-informed practices for multilingual scholars and institutions. He is currently based in Curitiba, Paraná, Brazil.
Thomas S.C. Farrell, PhD, is a professor at Brock University in St. Catharines, Ontario, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.