EMI refers to learning courses offered at non-English speaking institutions where English is not the language of the English language, the content delivery, teacher-student interaction, learning and academic support materials, and the presentation and assessment of learning outcomes are 100% in English. The principles are described below:

English courses that focus on language learning rather than on specialized subjects should not be classified as EMI courses, except ESL, EAP (English for academic purpose) or ESP (English for Special purposes) the importance of the curriculum should be taken into account and English teachers are an important support for the EMI curriculum. In other words, universities should focus on English courses and English teaching when promoting EMI-related programs.
For EMI courses, 100% English should be used for content delivery, student-teacher interaction, learning materials, and the presentation and evaluation of learning outcomes (such as oral presentations, assignments, or tests).
Students can use Chinese for interaction in specific situations, such as short use of Chinese for group discussions to facilitate creative thinking and brainstorming. However, students are still required to present their findings in English and should be encouraged to use English more frequently in classroom discussions when their English proficiency is improved or when they choose more EMI courses.
At the same time, students should present their findings in English, and the way and circumstances in which students use other languages in the classroom should be limited. Students can interact in other languages during group sessions to facilitate mutual understanding and creative thinking. However, teachers should still ensure that at least 70% of class communication is conducted in English.
High-quality EMI courses should encourage students to speak and write in English as much as possible.

The English courses in which the learning is focused on language rather than subject content should not be considered As EMI courses. However, the importance of ESL, EAP, or ESP courses should be emphasized, and the contribution of English teachers should be considered essential in the provision of EMI courses. This means that universities should Place a strong emphasis on embedding English courses and teachers into their enhancement plans

For EMI courses, the delivery of content, the interaction between students and teachers, the learning material, and The demonstration and assessment of learning outcomes (Such as oral presentation, assignments, or tests) should be 100% in English.

Other languages may be used by students in a limited way in specific circumstances. Student-to-student interaction In pair work and group work may sometimes take place in languages
However, other than English to aid mutual comprehension and idea generation. Students should present their Discussion outcomes in English and lecturers should ensure that at least 70% of class communication takes place in English.

Good EMI course practice should encourage the student to engage in English speaking and writing as much as possible.