EMI Teachers’ Language Support Needs: A Paradox Explored

Other conference contribution, 2025

In many contexts where English-medium instruction (EMI) has been adopted, there is a recognized need for language support for EMI teachers. However, the nature of this need remains complex and context-dependent. Drawing on open-ended responses (N = 400) from a survey of in-service EMI teachers in Swedish higher education, this study examines how teachers position themselves and their colleagues concerning academic literacy support. A key finding is an intriguing paradox: while few EMI teachers believe they need language support, many perceive that their colleagues do. By integrating academic literacy and positioning theory, this study investigates the dynamics between teachers’ self-perceptions and perceptions of their colleagues’ needs. The analysis highlights underlying language ideologies and social structures that shape EMI teachers’ perceptions and experiences of inclusion or exclusion. This study contributes to a deeper understanding of how EMI teachers perceive academic literacy and the complexities within EMI contexts, such as the diverse language support needs of teachers and the multilingual nature of these contexts. Ultimately, this study aims to inform the development of more tailored, inclusive, and effective academic literacy support for EMI teachers, including those who might otherwise resist seeking help.