Jack Pun is Associate Professor at Chinese University of Hong Kong, Hong Kong.Wenyun Jia is a PhD student at City University of Hong Kong, Hong Kong.

‘This is a timely and significant contribution to the fast-growing field of English-Medium Instruction (EMI). By focusing on STEM education in Hong Kong, Pun and Jia provide a nuanced and richly contextualised account of the tensions and possibilities that emerge when global policy aspirations meet classroom realities. The book combines rigorous empirical research with theoretical insight, offering a valuable framework for understanding how language and content can be effectively integrated in multilingual higher education settings. It will be of great interest to EMI scholars, STEM educators, and policymakers alike, advancing both the academic discourse and the practical agenda for EMI worldwide.’

• 1. Introduction2. EMI Policies and Practices in STEM Subjects3. Teaching STEM in EMI Classrooms4. Practice and Pedagogy in EMI STEM Teaching – Understanding Students and Subject Content5. Practice and Pedagogy in EMI STEM Teaching – Narrowing in on Language and Content6. Practice and Pedagogy in EMI STEM Teaching – Bridging Language and Content Through Translanguaging and Language Scaffolding7. Teacher identity in STEM EMI Classrooms8. Learning STEM in EMI classrooms9. Professional Development for STEM Teachers in EMI Classrooms10. New Technologies and Digital Learning in EMI STEM Classrooms11. Conclusion: Closing the Gap Between Policies and Practices in EMIReferencesIndex

Jack Pun is Associate Professor at Chinese University of Hong Kong, Hong Kong.Wenyun Jia is a PhD student at City University of Hong Kong, Hong Kong.

‘This is a timely and significant contribution to the fast-growing field of English-Medium Instruction (EMI). By focusing on STEM education in Hong Kong, Pun and Jia provide a nuanced and richly contextualised account of the tensions and possibilities that emerge when global policy aspirations meet classroom realities. The book combines rigorous empirical research with theoretical insight, offering a valuable framework for understanding how language and content can be effectively integrated in multilingual higher education settings. It will be of great interest to EMI scholars, STEM educators, and policymakers alike, advancing both the academic discourse and the practical agenda for EMI worldwide.’

• 1. Introduction2. EMI Policies and Practices in STEM Subjects3. Teaching STEM in EMI Classrooms4. Practice and Pedagogy in EMI STEM Teaching – Understanding Students and Subject Content5. Practice and Pedagogy in EMI STEM Teaching – Narrowing in on Language and Content6. Practice and Pedagogy in EMI STEM Teaching – Bridging Language and Content Through Translanguaging and Language Scaffolding7. Teacher identity in STEM EMI Classrooms8. Learning STEM in EMI classrooms9. Professional Development for STEM Teachers in EMI Classrooms10. New Technologies and Digital Learning in EMI STEM Classrooms11. Conclusion: Closing the Gap Between Policies and Practices in EMIReferencesIndex

Jack Pun is Associate Professor at Chinese University of Hong Kong, Hong Kong.Wenyun Jia is a PhD student at City University of Hong Kong, Hong Kong.

‘This is a timely and significant contribution to the fast-growing field of English-Medium Instruction (EMI). By focusing on STEM education in Hong Kong, Pun and Jia provide a nuanced and richly contextualised account of the tensions and possibilities that emerge when global policy aspirations meet classroom realities. The book combines rigorous empirical research with theoretical insight, offering a valuable framework for understanding how language and content can be effectively integrated in multilingual higher education settings. It will be of great interest to EMI scholars, STEM educators, and policymakers alike, advancing both the academic discourse and the practical agenda for EMI worldwide.’

• 1. Introduction2. EMI Policies and Practices in STEM Subjects3. Teaching STEM in EMI Classrooms4. Practice and Pedagogy in EMI STEM Teaching – Understanding Students and Subject Content5. Practice and Pedagogy in EMI STEM Teaching – Narrowing in on Language and Content6. Practice and Pedagogy in EMI STEM Teaching – Bridging Language and Content Through Translanguaging and Language Scaffolding7. Teacher identity in STEM EMI Classrooms8. Learning STEM in EMI classrooms9. Professional Development for STEM Teachers in EMI Classrooms10. New Technologies and Digital Learning in EMI STEM Classrooms11. Conclusion: Closing the Gap Between Policies and Practices in EMIReferencesIndex