The role of Language Centres in the development of EMI: Pedagogical procedures and perspectives

EMI (English-Medium Instruction) refers to the use of English to teach academic subjects in contexts where the first language is not English. As one of the consequences of the internationalisation process of higher education, EMI can improve the global visibility of universities, attract a diverse student body and prepare graduates for their future careers. Despite its potential, EMI poses challenges to both lecturers and students, including language barriers, increased complexity in dealing with intercultural settings, and the need to make pedagogical adjustments to lecturers’ teaching styles. At the academic level, Language Centres have become increasingly important in providing support to teachers and students, in the form of training programmes and language courses, to help them meet these challenges. Drawing on recent research and informed by both literature and practical experience, this article explores how Language Centres may support teachers and students by providing practical tools to improve their pedagogical effectiveness and self-awareness. It also considers the importance of integrating elements of intercultural communication and adopting technologies to facilitate classroom interactions in increasingly multicultural contexts. For these reasons, two structured self-assessment tools are proposed as a systematic and accessible means for lecturers and students to engage in continuous reflection, increasing both linguistic self-monitoring and pedagogical awareness. The study concludes with recommendations for building inclusive learning ecologies and outlines future research directions in the evolving field of EMI.