Abstract/Summary

The global growth of English Medium Instruction (EMI) in higher education and international mobility of faculty and students necessitates that we better understand commonalities of teachers in these emerging contexts. This paper reports on a survey of 461 EMI university lecturers from more than eight countries which attempted to discern the various profiles of EMI teachers at an international level. Data explored teachers’ disciplines, age, experience, professional development, teaching contexts, and the role of English proficiency in their professional capacity. Results revealed statistically significant differences in profiles according to the disciplines and country of residence of the teachers. For example, teachers in the Natural Sciences and those in Spain were more likely to report having opportunities for teacher training and EMI certification.