Against the backdrop of uncritical promotions of English-Medium instruction (EMI) in higher education globally, this edited volume maps out the political, ideological, and policy-related issues of EMI programs in multilingual and multicultural universities in Asia.
 

This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia.