The massive increase in the use of English Medium Instruction (EMI) in universities around the world has been accompanied by an ever-growing body of publications. The majority focus on EMI policies, teacher identities, and teachers’ and students’ attitudes towards EMI, whilst there seems to be little research into pedagogical approaches to language and literacy support for students as well as into practices in EMI teacher education, areas that are fundamental to the successful delivery of EMI. Recommendations come predominantly from conceptual papers (e.g. Dafouz, 2018, 2021; Galloway & Rose, 2021; Lasagabaster, 2018), and it is noticeable that some of these papers, in line with other EMI publications, rarely draw on English for Academic Purposes (EAP), a field that offers a rich set of theories and practices relating to student support and teacher education that are based on a decades-old research history.

中文翻译：

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学术英语和英语授课的学生支持和教师教育：同一枚硬币的两面？

世界各地大学对英语教学 (EMI) 的大量使用伴随着不断增长的出版物。大多数人关注 EMI 政策、教师身份以及教师和学生对 EMI 的态度，而似乎很少研究对学生的语言和识字支持的教学方法以及 EMI 教师教育的实践，这些领域是成功交付 EMI 的基础。建议主要来自概念性论文（例如 Dafouz，2018 年，2021 年；Galloway & Rose，2021 年；Lasagabaster，2018 年），值得注意的是，与其他 EMI 出版物一样，其中一些论文很少使用学术英语（经济援助计划),