This paper explores how three Science, Technology, Engineering and Mathematics (STEM) lecturers working in English-medium instruction (EMI) grapple with the prospect of self-positioning as English-languageteachers (ELTs), drawing on interviews in which they explicitly deny acting in this way. It begins with essential background, first discussing key concepts such as EMI, internationalization, Englishization in higher education and 'CLIL-ised EMI', the latter understood as what happens when EMI is reframed as sharing key characteristic with Content and Language Integrated Learning (CLIL) -language teaching. The paper then outlines the main focusthe notion that STEM specialist EMI lecturers might, on occasion, act as ELTsexamining selected findings from previous research exploring this topic. This discussion is followed by further background information about the context and the methodological framework adopted here, a revised version of Positioning Theory. These preliminaries aside, the paper presents a series of excerpts from interviews with informants, which then serve to construct a narrative about EMI lecturers as ELTs. In the face of informants' resistance to this identity, the paper ends with some thoughts on what has been learned, both in this context and further afield.

In the shift to English-medium instruction (EMI) in European higher education, policy often runs ahead of research and curricular decisions are taken independent of evidence regarding their suitability for achieving broader educational goals, which may range from internationalisation as a general strategy to English language learning as a more specific one. Where English language learning is a goal, EMI many be said to have been CLILised, that is, it is adopted not only for content delivery, but also as a means through which students may improve their English language knowledge and skills. Drawing on interviews and classroom observations, and employing a Membership Categorization Analysis methodology, this paper examines how a lecturer in Agronomic engineering at a Catalan university, experiences CLILised EMI. It documents how the lecturer positions himself as a content lecturer and how categories are produced and negotiated in interviews and classroom practices. Among other things, the paper shows that while the lecturer refuses to inhabit an English language teacher identity, he nonetheless acts in this capacity when he focusses on vocabulary learning through the provision of glossaries and translation. These and other findings point to a more general disjuncture between policy and practice, which, it is argued, needs to be addressed by university administrators and EMI lecturers Q1 ¶ .

Multimodal and multichannel practices are at the core of this chapter. Multimodal research questions the notion that language is the most important aspect for meaning conveyance and acknowledges the interplay between linguistic, paralinguistic, and non-linguistic resources. Multichannel learning thrives on the idea of distance learning and on the use of media resources and technology that are part of effective instruction. Drawing on Morell's analytical system, this chapter analyzes an English for specific purposes (ESP) subject to compare onsite and online classroom practices from a multimodal and multichannel perspective and to evaluate whether these practices are efficient in feedback provision. By considering the teacher's multimodal competence and multichannel awareness, this study provides a detailed view of the most effective strategies of the virtual and the face-to-face modes and how these can be integrated and implemented to provide feedback and to motivate/encourage learners.

This study documents the perceptions and self-expressed experiences of eleven Catalan university students as they shift from learning in their first language(s), Catalan and/or Spanish, to learning in English. The paper presents a qualitative analysis of students' reflections in relation to: how disciplinary knowledge is transmitted and learned in English-medium instruction (EMI); the multilingual dynamics employed in the EMI class by both lecturers and students; the Englishlanguage teaching and learning events; and perceptions of students' own and their classmates' performance. It outlines the main foci identified through thematic data analysis (Airey, 2011;Saldaña, 2013) of students' responses to a set of questions, considering their personal opinions regarding the implementation of EMI subjects as part of the internationalisation process of the university and offering the students' general views and concerns about content subjects taught in English. The findings suggest that students have a generally positive perspective on EMI subjects and they assign a pedagogical value to the L1(s). Yet, the paper also reports several students' concerns in relation to EMI implementation. Overall, these findings may lead to a better and deeper understanding of EMI in the context under study.