The book explores the nature of academic literacy in EMI; the ways in which EMI is implemented in different contexts; issues related to teaching and learning through the medium of English; teaching challenges and coping strategies used by EMI teachers; support for EMI through EAP; the professional development needs of EMI teachers; approaches to the evaluation of EMI programs.

Jack Pun's book offers up the latest research in a variety of health communication settings to highlight the cultural differences between the East and the West. It focuses on the various clinical strands in health communication such as doctor-patient interactions, nurse handover, and cross-disciplinary communication to provide a broad, comprehensive overview of the complexity and heterogeneity of health communication in the Chinese context, which is gradually moving beyond a preference for Western-based models to one that considers the local culture in understanding and interpreting medical encounters. The content highlights the cultural difference between the East and the West, and focuses on how traditional Chinese values underpin the nature of clinical communication in various clinical settings and how Chinese patients and practitioners conduct themselves during medical encounters. The book also covers various topics that are unique to Chinese contexts such as the use of traditional Chinese medicine in primary care, and how clinicians translate Western models of communication when working in Chinese contexts with Chinese patients. This volume will appeal to researchers working in health communication in both the East and West as well as clinicians interested in understanding what makes effective communication with multicultural patient cohorts.

The book explores the nature of academic literacy in EMI; the ways in which EMI is implemented in different contexts; issues related to teaching and learning through the medium of English; teaching challenges and coping strategies used by EMI teachers; support for EMI through EAP; the professional development needs of EMI teachers; approaches to the evaluation of EMI programs.

This timely book will guide researchers on how to apply qualitative research methods to explore English Medium Instruction (EMI) issues such as classroom interactions, teachers’ and students’ perceptions on language and pedagogical challenges, and stakeholders’ views on the implementation of EMI. Each chapter focuses on a specific type of qualitative research methodology, beginning with an overview of the research and the method used, before presenting a unique case study. Chapters will also identify the process that EMI researchers went through to conduct their research, key dilemmas they faced, and focus particularly on the methodological issues they encountered. By exploring these issues and providing up-to-date insights in contexts across the globe, this book informs theory or the lack thereof, underlying research into the phenomenon of EMI. This text will be indispensable for researchers who want to learn and acquire skills in conducting qualitative research in EMI, as well as undergraduate and postgraduate students reading in the fields of applied linguistics and language education.