Defining English Medium Instruction: Striving for comparative equivalence

English Medium Instruction (EMI) has been defined as ‘the use of the language to teach academic subjects (other than itself) in countries or jurisdictions where first (L1) majority population is not English’ (Macaro, 2018, p. 19). This definition proved be controversial but underpinned work our research group, from whose collective perspective this article written. Debates have centred on role that development plays EMI contexts, and whether current definitional scope too narrow its exclusion medium educational practices Anglophone settings. Pecorari Malmström (2018), for example, observe some members community interpret more broadly include ‘contexts which a dominant supported actively worked for’ (p. 507). Similarly, Baker Hüttner (2016, 502) state excluding contexts ‘unhelpful’ by failing experiences multilingual students universities who learn through their second (L2). A focus multilingualism also one driving forces behind emergence new terminology seeks shift towards education, rather instruction pedagogy. Dafouz Smit (2016), prefer term English-Medium Education Multilingual University Settings (EMEMUS), because ‘label semantically wider, it does specify any particular pedagogical approach agenda’ 399).