Seyyed-Abdolhamid Mirhosseini is an Associate Professor at The University of Hong Kong. His main research area is the sociopolitics of language education. His notable publications include Worldwide English Language Education Today: Ideologies, Policies and Practices (co-edited with Al-Issa, 2020), and Doing Qualitative Research in Language Education (2020). Peter I. De Costa is Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the President of the American Association for Applied Linguistics.

'This extremely interesting collection of chapters focuses on EMI in a range of contexts and stands out from a crowded market with the explicit aim to be critical as opposed to simply analytical, descriptive or even celebratory. Each chapter is a highly readable account of the author's research, drawing on an array of ethnographic approaches, data collection methods and analytical techniques. An essential read for anyone interested in examining EMI critically.' David Block, Honorary Professor in Sociolinguistics, Universitat Pompeu Fabra

• Foreword Ruanni Tupas; 1. Critical views of English medium instruction Seyyed-Abdolhamid Mirhosseini and Peter I. De Costa; Part I. Ideologies and Educational Policies: 2. Conceptualizations of English in an Italian EMI context Francesca Helm; 3. Ideologies of language use in an EMI university in Hong Kong: the perspectives of international students Matthew Sung; 4. Burdening EMI with unnecessary baggage: critiquing an EMI case in Japan as an ideologically-laden undertaking Glenn Toh and Mark Zion; 5. Entrepreneurial orientations towards language and education: EMI policy in Kazakhstan Aigerim Kazhigaliyeva, Syed Abdul Manan and Anas Hajar; 6. A critical approach to the rise of EMI: why, how and by whom are decisions made? Dogan Yuksel, Peter Wingrove, Marion Nao, Beatrice Zuaro and Anna Kristina Hultgren; Part II. Identity and Educational Justice: 7. EMI teachers' discourses and the configuration of their identities in two Colombian universities Mario Molina-Naar and Isabel Tejada-Sánchez; 8. 'I just opened my heart': challenges and contradictions in multilingual EMI teacher identity construction D. Philip Montgomery; 9. Perpetuating inequality in higher education EMI in Ethiopia, Poland, and Japan Jim McKinley, Tolera Simie and Agata Mikolajewska; Part III. The Politics of English in Education: 10. Problematizing 'English' in EMI: a view from Malaysia and Brazil Azirah Hashim and Kyria Finardi; 11. A fractured dream of the decolonization and deeliticization of English within EMI programs in South Asia Shaila Sultana; 12. Reproducing the dominance of English through EMI in post-apartheid South Africa Nkonko M. Kamwangamalu; 13. EMI, cognitive capture, and decoloniality Kathleen Heugh; Afterword Graham V. Crookes.

Seyyed-Abdolhamid Mirhosseini is an Associate Professor at The University of Hong Kong. His main research area is the sociopolitics of language education. His notable publications include Worldwide English Language Education Today: Ideologies, Policies and Practices (co-edited with Al-Issa, 2020), and Doing Qualitative Research in Language Education (2020). Peter I. De Costa is Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the President of the American Association for Applied Linguistics.

'This extremely interesting collection of chapters focuses on EMI in a range of contexts and stands out from a crowded market with the explicit aim to be critical as opposed to simply analytical, descriptive or even celebratory. Each chapter is a highly readable account of the author's research, drawing on an array of ethnographic approaches, data collection methods and analytical techniques. An essential read for anyone interested in examining EMI critically.' David Block, Honorary Professor in Sociolinguistics, Universitat Pompeu Fabra

• Foreword Ruanni Tupas; 1. Critical views of English medium instruction Seyyed-Abdolhamid Mirhosseini and Peter I. De Costa; Part I. Ideologies and Educational Policies: 2. Conceptualizations of English in an Italian EMI context Francesca Helm; 3. Ideologies of language use in an EMI university in Hong Kong: the perspectives of international students Matthew Sung; 4. Burdening EMI with unnecessary baggage: critiquing an EMI case in Japan as an ideologically-laden undertaking Glenn Toh and Mark Zion; 5. Entrepreneurial orientations towards language and education: EMI policy in Kazakhstan Aigerim Kazhigaliyeva, Syed Abdul Manan and Anas Hajar; 6. A critical approach to the rise of EMI: why, how and by whom are decisions made? Dogan Yuksel, Peter Wingrove, Marion Nao, Beatrice Zuaro and Anna Kristina Hultgren; Part II. Identity and Educational Justice: 7. EMI teachers' discourses and the configuration of their identities in two Colombian universities Mario Molina-Naar and Isabel Tejada-Sánchez; 8. 'I just opened my heart': challenges and contradictions in multilingual EMI teacher identity construction D. Philip Montgomery; 9. Perpetuating inequality in higher education EMI in Ethiopia, Poland, and Japan Jim McKinley, Tolera Simie and Agata Mikolajewska; Part III. The Politics of English in Education: 10. Problematizing 'English' in EMI: a view from Malaysia and Brazil Azirah Hashim and Kyria Finardi; 11. A fractured dream of the decolonization and deeliticization of English within EMI programs in South Asia Shaila Sultana; 12. Reproducing the dominance of English through EMI in post-apartheid South Africa Nkonko M. Kamwangamalu; 13. EMI, cognitive capture, and decoloniality Kathleen Heugh; Afterword Graham V. Crookes.

Seyyed-Abdolhamid Mirhosseini is an Associate Professor at The University of Hong Kong. His main research area is the sociopolitics of language education. His notable publications include Worldwide English Language Education Today: Ideologies, Policies and Practices (co-edited with Al-Issa, 2020), and Doing Qualitative Research in Language Education (2020). Peter I. De Costa is Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the President of the American Association for Applied Linguistics.

'This extremely interesting collection of chapters focuses on EMI in a range of contexts and stands out from a crowded market with the explicit aim to be critical as opposed to simply analytical, descriptive or even celebratory. Each chapter is a highly readable account of the author's research, drawing on an array of ethnographic approaches, data collection methods and analytical techniques. An essential read for anyone interested in examining EMI critically.' David Block, Honorary Professor in Sociolinguistics, Universitat Pompeu Fabra

• Foreword Ruanni Tupas; 1. Critical views of English medium instruction Seyyed-Abdolhamid Mirhosseini and Peter I. De Costa; Part I. Ideologies and Educational Policies: 2. Conceptualizations of English in an Italian EMI context Francesca Helm; 3. Ideologies of language use in an EMI university in Hong Kong: the perspectives of international students Matthew Sung; 4. Burdening EMI with unnecessary baggage: critiquing an EMI case in Japan as an ideologically-laden undertaking Glenn Toh and Mark Zion; 5. Entrepreneurial orientations towards language and education: EMI policy in Kazakhstan Aigerim Kazhigaliyeva, Syed Abdul Manan and Anas Hajar; 6. A critical approach to the rise of EMI: why, how and by whom are decisions made? Dogan Yuksel, Peter Wingrove, Marion Nao, Beatrice Zuaro and Anna Kristina Hultgren; Part II. Identity and Educational Justice: 7. EMI teachers' discourses and the configuration of their identities in two Colombian universities Mario Molina-Naar and Isabel Tejada-Sánchez; 8. 'I just opened my heart': challenges and contradictions in multilingual EMI teacher identity construction D. Philip Montgomery; 9. Perpetuating inequality in higher education EMI in Ethiopia, Poland, and Japan Jim McKinley, Tolera Simie and Agata Mikolajewska; Part III. The Politics of English in Education: 10. Problematizing 'English' in EMI: a view from Malaysia and Brazil Azirah Hashim and Kyria Finardi; 11. A fractured dream of the decolonization and deeliticization of English within EMI programs in South Asia Shaila Sultana; 12. Reproducing the dominance of English through EMI in post-apartheid South Africa Nkonko M. Kamwangamalu; 13. EMI, cognitive capture, and decoloniality Kathleen Heugh; Afterword Graham V. Crookes.