The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium instruction (EMI). The expansion of EMI worldwide has resulted in many different forms of EMI, as well as some confusion as to how they differ. In addition, a number of different forms of EMI may occur in the same school or institution, area, or country. The different forms of EMI can be usefully classified in the form of a typology. A typology provides a basis for objective and quantifiable accounts of the characteristics of EMI in different situations. The present typology describes 51 features across 10 curriculum categories, which were identified when comparing different forms and realizations of EMI. It highlights the many different dimensions of EMI that are involved in describing, planning, or evaluating EMI.

在世界许多地区，使用英语教授内容科目已成为一种日益增长的趋势。它以多种方式标记，例如基于内容的学习，基于内容和语言的集成学习，沉浸式教育，基于主题的语言教学和双语教育，但在本文中被称为英语中级教学（EMI） ）。EMI在全球范围内的扩展已导致EMI的形式多种多样，以及它们之间的区别也令人困惑。此外，在同一学校或机构，地区或国家中，可能会发生多种不同形式的EMI。EMI的不同形式可以以类型学形式进行有效分类。类型学为客观和可量化地说明不同情况下EMI的特性提供了基础。本分类学描述了10个课程类别中的51个功能，这些功能是在比较EMI的不同形式和实现方式时确定的。它着重介绍了描述，规划或评估EMI所涉及的EMI的许多不同方面。