Language Support in English-Medium Programs: Lessons Learned from Saudi Vocational Education

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Students encounter significant language-related difficulties while transitioning to EMI, especially with low English proficiency.
Institutional language support mechanisms are identified as lacking during the transition to English-medium courses.
Teachers and graduates emphasize the necessity for English language development within content courses to aid student understanding.
Findings suggest that integrating language-focused teaching practices is crucial in EMI classrooms across various educational contexts.

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Mixed-methods study examines language support challenges in EMI programs at vocational colleges, highlighting the need for improved strategies.

Kate Elizabeth Heath (2025) studied this question.

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Mixed-methods study examines language support challenges in EMI programs at vocational colleges, highlighting the need for improved strategies.