Reforming EMI in higher education: The EMI ProF as a political normative framework for policy, quality, and professionalisation

Abstract

English-medium instruction (EMI) has often been implemented through ill-thought-out institutional/national strategic decisions, typically driven by the internationalisation of higher education. In this context, EMI research seems to be condensed on problem identification and trends, focusing on English language issues, pedagogical challenges, and stakeholder perceptions. This narrow focus appears to have reached a saturation point, underscoring the need for a reform-driven approach—one that prioritises structural transformation and problem-solving. Addressing this gap, this political normative paper argues that the professionalisation of EMI at the tertiary level represents the way forward. Situated within the broader contexts of global capitalism and neoliberalism, this paper takes a Critical EMI stance to examine the role of EMI in higher education. It proposes a structured, solution-oriented approach, grounded in three interrelated critical concepts: multilingualism, universities as sites for liberation, and English as an international language. EMI policy and quality are structured around three cyclic stages, with academic learning outcomes at the core. Rather than offering a rigid framework, this paper introduces the EMI Professionalisation Framework (EMI ProF) as a guiding political normative model informed by prior research to drive the EMI reform and support the professionalisation agenda. Key definitions of EMI quality, professionalisation of EMI, EMI professionals, and EMI content-teacher competence are provided.