This book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better understanding of how programs can be streamlined and enhanced. The chapters cover topics such as learner motivation, anxiety, emotions, willingness to communicate, teacher motivation and teacher beliefs. They offer new insights into the field with data from Anglophone and non-Anglophone countries, monolingual and multilingual territories as well as migration contexts. Each chapter concludes with recommendations for both language and content teachers in higher education settings. This book will be of interest to researchers working in the fields of applied linguistics, bilingual education, multilingualism and language teaching as well as teacher trainers and adult education instructors seeking to expand their knowledge on the affective dimension.

The internationally recognized editors and authors of this volume provide a significant contribution to understanding how emotional and psychological factors shape EMI programs. Covering a broad spectrum of topics, from identity and well-being to academic outcomes and classroom practices, this volume offers valuable insights for educators and policymakers striving to enhance EMI experiences. * Kevin S. Carroll, University of Puerto Rico, Río Piedras, Puerto Rico *
Zooming in on an often-overlooked dimension of education, this edited volume brings the relevance of affect into the limelight of research into English-medium higher education. It is timely not only in focus, but also in its broad spread of topics and geopolitical regions. This book will be a valuable resource especially for EMI researchers, policy developers and curriculum designers. * Ute Smit, University of Vienna, Austria *
This book offers novel and incisive insights into how emotions in EMI affect perceptions, practices and achievement. Through highly diverse contexts, the chapters highlight subtle tensions that pervade disciplinary learning through English, colouring identity building and transformative learning that students and teachers experience. Highly recommended for scholars and practitioners who wish to deepen their understanding of how affective factors mediate EMI learning and teaching. * Robert Wilkinson, Maastricht University, The Netherlands *

[This book] represents a substantial and timely contribution to EMI scholarship. Its central achievement lies in repositioning affect from the margins to the core of EMI research, thereby challenging dominant narratives that frame EMI primarily in terms of efficiency, proficiency, or competitiveness. The volume speaks directly to ongoing debates concerning equity, inclusion, and educational quality in multilingual higher education, making it highly relevant to the readership of Language and Education. The book will be of particular value to researchers seeking to extend theoretical and methodological approaches to EMI, as well as to postgraduate students and teacher educators interested in affective dimensions of language-in-education.

David Lasagabaster is Full Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He publishes widely on topics within EMI, CLIL, second language acquisition and multilingualism. He serves on the editorial board of seven journals, including the International Journal of Bilingual Education and Bilingualism.

Alberto Fernández-Costales is Associate Professor at the University of Oviedo, Spain. His research interests include EMI, language attitudes, motivation, language teaching methodology and audiovisual translation. He is Associate Editor of the Porta Linguarum and Perspectives journals.

Flor de Lis González-Mujico is a Postdoctoral Researcher at the University of the Basque Country UPV/EHU, Spain. Her research explores self-concept and motivation, EMI, multilingualism, digital competence and language teaching methodology.