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The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be applied in EMI higher education settings in order to develop more emotionally supportive and socially just (De Costa et al., 2021) EMI environments and 2) how to move forward with the research agenda on emotions and EMI. With these questions in mind, the contributors to the special issue were asked to review one another's studies and briefly respond to the prompt listed below. The prompt was created and the responses organized and edited by Sara Hillman and Wendy Li. The authorship order for this piece was based on the order in which the editors arranged the contributors' responses.Other InformationPublished in: Linguistics and EducationLicense: http://creativecommons.org/licenses/by/4.0/See article on publisher's website: https://dx.doi.org/10.1016/j.linged.2023.101181
Hillman et al. (Fri,) studied this question.