Barry Lee Reynolds

University of Macau, Macau SAR, China

Sophia Skoufaki

University of Essex, UK

This special issue focuses on academic vocabulary teaching and learning in English Medium Instruction (EMI) contexts. In this introduction to the special issue, we provide an overview of the articles included and highlight key insights and future directions for research in this field.

Given the dominance of English as the language of instruction across educational levels around the world (e.g., Melitz, 2018) and students' diverse English language learning needs, English language teaching (ELT) and learning in EMI contexts have received considerable research interest. EMI refers to the use of the English language to teach academic subjects in contexts where the first language (L1) of the students is not English. As a recent review of ELT in EMI indicates (McKinley & Rose, 2022), the challenges students face with using the traditional four language skills in EMI settings have been investigated extensively. By contrast, research into students' learning of vocabulary and grammar has been limited. As applied linguists specialising in vocabulary studies, we wished to redress this imbalance and explore vocabulary teaching and learning in EMI settings.

In particular, we were interested in how academic vocabulary (i.e., vocabulary used more frequently in academic writing and speech across disciplines than in non-academic discourse) is learned and taught in EMI contexts. We felt that academic vocabulary is worthy of investigation because, although it poses challenges to both English as a second language and L1 students, it is not typically taught at school (e.g., Beck et al., 2013) or in subject-area courses at university (e.g., Mudraya, 2006; Reynolds et al., 2022, 2023). The result of this endeavour is this special issue of the International Journal of TESOL Studies on Teaching and Learning of Academic Vocabulary in EMI Contexts.

This special issue brings together a diverse range of studies that explore key aspects of teaching and learning academic vocabulary in EMI contexts. The articles collectively highlight innovative approaches, challenges, and future research directions, offering valuable insights for educators and researchers alike. We hope this collection not only advances understanding in this critical area but also inspires further inquiry and practical applications A special thanks also goes to all the peer reviewers of the articles: Imma Miralpeix, Dina Abdel Salam El-Dakhs, Jack Pun, Golnar Fotouhi, Marta SánchezSaus Laserna, Syed Mujtaba, Ali Soyoof, Barry Lee Reynolds, Sophia Skoufaki, Chinedu Januarius Osuji, Simon Smith, Ping Zhao, Geraint Paul Rees, Siaw-Fong Chung, Bojana Petrić, and Quy Huynh Phu Pham. Lastly, we would like to thank (Kevin) Xinghua Liu, the Managing Editor of the International Journal of TESOL Studies, for his unwavering help along the way and Professor Averil Coxhead for her support of the issue.