VIETTESOL INTERNATIONAL CONVENTION 2025

This study delves into the complex challenges and emotional toll faced by teachers in English as a Medium of Instruction (EMI) contexts, particularly in balancing content delivery, language demands, and professional identity amidst inadequate institutional support. As EMI continues to expand globally, content teachers often confront the dual challenge of teaching academic subjects in English while addressing students' limited English proficiency, which hinders comprehension and participation. Despite this, many teachers perceive language teaching as outside their professional responsibilities, further complicating their role. Teachers’ self-perceived insufficient English proficiency frequently contributes to speaking anxiety, insecurity, and diminished confidence, undermining their ability to teach effectively and fully communicate their expertise. These challenges are compounded by systemic pressures, such as the dominance of English as a global academic language, institutional expectations for research productivity, and performance evaluations. Together, these factors contribute to heightened stress, emotional vulnerability, and conflicts in professional identity, particularly for teachers who identify as content specialists rather than language instructors. A significant underlying issue is the widespread lack of pedagogical training, language support, and institutional backing tailored to the unique demands of English-medium instruction (EMI) teaching. By examining the interplay between practical, emotional, and systemic challenges, this study highlights the importance of providing comprehensive support systems to safeguard the well-being of EMI teachers and foster their professional growth.