English-medium instruction (EMI) is a burgeoning field that has received much attention. Yet, one area demanding further investigation is the relationship between language and content in EMI. Building on Airey’s (Across the Disciplines, 8(3), 1-9, 2011, International Journal of Bilingual Education and Bilingualism, 23(3), 340-346, 2020) concept of disciplinary literacy and Chang’s (Language, Culture, and Curriculum, 36(2), 161-176, 2022) language-content model, in this paper we examine how EMI educators conceptualize the role of language in the construction and communication of knowledge. Methodologically, we conducted in-depth interviews with twelve award-winning EMI educators across academic disciplines over one year. We also gathered data from their course syllabi. The findings show that the educators see language primarily as a medium, and consistently prioritize content over language. In particular, the educators draw the boundaries of their disciplinary communities differently; what they aim to do in their instruction is to socialize students into diverse communities within their disciplines, not necessarily to advance their literacy in English or any single medium. While we agree that raising students’ awareness of the multilayered nature of each discipline is important, this is only one part of the educational goal. To more fully achieve the social justice dimension of education, we argue that students should be taught in sustained ways how to analyze, question, and participate in meaning-making.
