Publications

Students’ voices have been neglected in EMI (English-medium instruction) literature. In this paper we intend to explore students’ beliefs concerning four crucialareas: the EMI teacher as language teacher, team teaching, language assessment, and L1 use. To accomplish our objective, we analysed data obtained by means offocus groups with students from two Spanish universities. The results revealed that while EMI students were very positive about a team teaching approach, they believedthat it is not the content teacher’s role to address language issues in class. There was no consensus as to whether language should be evaluated in the assessmentof EMI courses, but they agreed that their mother tongue should be given limited space in EMI classes.