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This review explores the English-medium instruction (EMI) language policy and implementation in China’s higher education (HE) system over the last two decades. It traces the rise, promotion, and "turn" of the EMI system. It points out the limitations in EMI language policies and implementation in China's conventional universities. Drawing on a research framework informed primarily by Spolsky (Citation2004) and Liddicoat and Taylor-Leech (Citation2015) along with empirical studies, we highlight the gaps between the national and institutional language policies, stakeholders’ language ideologies, attitudes, management, and practices. These gaps obstruct the dual pedagogical goals of teaching English and academic subjects that ostensibly underpin EMI in conventional universities. More recently, new opportunities for EMI in China's HE have been provided by joint-venture universities. We examine how these joint-venture universities developed different EMI policies and implementation strategies. Thus, we claim that a ‘binary EMI system’ is emerging in China. We conclude with concrete suggestions that stakeholders take to (better) achieve EMI’s pedagogical goals. We also recommend solutions to the current limitations of EMI and suggest directions for future research.
Liao et al. (2025) studied this question.