As internationalisation policies like English - medium Instruction (EMI) are increasingly implemented in European higher education, EMI and English for Specific Purposes (ESP) classrooms become small international spaces where local students’ intercultural skil ls can be developed. I suggest that the internationalised higher education poses challenges also to non - mobile students, who find themselves in culturally diverse classrooms where English is used as the medium of instruction. The aim of this study is twofo ld. It first attempts to provide a research - based framework that accounts for the reasons why Intercultural Competence (IC) should become a learning outcome in ESP and EMI courses, with an emphasis on ESP. Second, it explores two ways in which this integra tion could take place drawing on Holmes & O’Neill ’s ethnographic model ( 2012). The seminar genre is proposed to showcase IC integration, as participation helps students practice their English skills and provides them with opportunities to develop disciplin ary knowledge while debating on a specific topic. In brief, this study suggests that both ESP and EMI courses have the potential of preparing students for a future professional career in a globalised world and that ESP lecturers, in particular, emerge as t he best prepared professionals for teaching intercultural skills.

中文翻译：

---

在ESP和EMI中整合跨文化能力：从理论到实践

随着欧洲高等教育中越来越多地采用英语-中等教学（EMI）之类的国际化政策，EMI和特殊目的英语（ESP）教室成为小型的国际空间，可以在这里发展本地学生的跨文化技能。我建议，国际化的高等教育也对非流动学生构成挑战，他们发现自己在以英语为授课语言的多元文化教室中学习。这项研究的目的是两个方面。它首先尝试提供一个基于研究的框架，解释为什么跨文化能力（IC）应该成为ESP和EMI课程学习成果的原因，并着重于ESP。其次，它探索了两种整合方式，它们可以利用Holmes＆奥尼尔的人种志模型（2012年）。拟议的研讨会类型旨在展示IC集成，因为参与可以帮助学生练习英语技能，并为他们提供在讨论特定主题时发展学科知识的机会。简而言之，这项研究表明，ESP和EMI课程都有潜力为学生在全球化的世界中为将来的职业生涯做准备，特别是ESP讲师成为培养跨文化技能的最佳准备人才。