Pedagogy in Teaching through English Medium Instruction—Academics’ Cases in a Chinese University

As a result of two decades development, the trajectory English medium instruction (EMI) research has moved from identification problems towards focus on pedagogy. In response to studies in literature claiming that dominant approach EMI pedagogy is direct transmission knowledge, and calls for investigating classroom discourse teaching, this study explores pedagogical features enacted by bilingual academics Chinese university’s program. The participants were four who teaching subject parallel across both CMI student cohorts. employs Paulo Freire’s framework dialogic as theoretical lens focused moments which lecturers ‘dialogued’, engaged, and/or interacted with students their classes. This found that, spite varied disciplines, mostly implemented expository classes general. efforts individual relation intellectual equality, wellbeing students, encouragement critical thinking through dialogue interaction identified. However, due positioning themselves experts tendency was characterized monologic rather than dialogic. contests major theme literature, academics’ (EMI teaching), reference first language (L1), not contributor approach.