Have We Asked the Lecturers? A Longitudinal Case Study on EMI Lecturers' Concerns in a Spanish University

This longitudinal mixed-method study explores English-Medium Instruction (EMI) lecturers’ concerns and perceptions at a medium-sized Spanish university. Despite the growing adoption of EMI in higher education (Wächter Fortanet, 2020). The research involved 31 lecturers from diverse disciplines who completed an online questionnaire in 2021; nine participated in follow-up interviews, and five were re-interviewed in 2023. The study identified five recurring areas of concern: language proficiency, professional development, lack of institutional rewards, students’ English competence, and unclear institutional guidelines. Findings revealed persistent anxiety about linguistic adequacy and reduced teaching efficacy, despite gradual confidence gains over time. Professional development was widely valued, yet was often conflated with language training rather than EMI pedagogy, while inadequate incentives and inconsistent policies reduced motivation. Lecturers also expressed frustration over students’ limited proficiency and uneven implementation standards across departments. Although most participants reported overall satisfaction and commitment to EMI, they emphasized the need for clearer institutional guidance, targeted pedagogical support, and fair recognition of their efforts. The study highlights the importance of aligning institutional policies with lecturers’ evolving needs to enhance the sustainability and quality of EMI programs.