Implementing English-medium instruction

Abstract As part of the trend toward internationalization higher education, governments and universities have introduced policies to encourage expansion English-medium instruction (EMI). However, top-down do not necessarily translate teaching learning practices. This article provides a case study examining implementation undergraduate EMI engineering programs at state university in Turkey explore gaps that exist between national- institutional-level classroom-level Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, focus group discussions students. The findings suggest varies across classrooms, even within same department. Despite envision one-language-at-a-time instruction, lecturers this varied terms language preference practice their lectures. Implications are discussed respect planning, teacher training, contexts.