‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era

This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish in the era of digitalisation and blended learning. Based on linguistic ethnography, we present an argument as repertoire assemblages orchestrating digital materiality human language to construct meanings. The study shows how diverse multimodalities AI-language tools are essential features spatial repertoires academic communication, they cooperate with mediate personal accomplish interactive learning tasks EMI contexts. also highlights diversity causes ‘digital divide’, potentially impacting power relations among students. These findings underline importance acknowledging value negotiating difference normativity intercultural communication EMI.