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This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia.

Drawing on research across different levels of education covering institutions across various contexts across Asia, the book engages in key questions around power, marginalization, attitudes, intercultural communication, and identity construction as they unfold in classrooms in which a plurality of languages and varieties of English collide and are mediated, appropriated, and accommodated. The volume explores the pedagogical challenges, policies, and practices of EMI which emerge in these settings, highlighting real-life problems in EMI program development and the wider pedagogical implications for EMI implementation in varied educational environments. Taken together, the chapters offer opportunities for further research toward challenging traditionally held beliefs and blind implementation of EMI and encouraging critical perspectives from both researchers and policymakers alike.

Pedagogies of English-Medium Instruction Programs in Asian Universities will be of interest to scholars and practitioners in English-medium instruction, English language teaching, TESOL, and applied linguistics.