English Medium Instruction (EMI) has been increasingly used in higher education institutions (HEIs) in the Sultanate of Oman, and the English-taught degree programs have been offered in different disciplines. The adoption of EMI seems to have potential challenges for both teachers and students. While previous EMI studies have attempted to identify and classify these challenges, particularly those of EMI students, little research thus far seems to have focused on EMI subject teacher challenges and training needs. The present study fills this gap by exploring the issue in the Omani EMI tertiary context with a view to better informing EMI teacher education and professional development. A qualitative methodology, with both interviews and classroom observations, was adopted. The data was coded and analyzed thematically and inductively. Results showed that participants encountered both linguistic and pedagogical challenges. Participants also reported their needs for training and professional development. Pedagogical implications and recommendations for EMI content teacher education and professional development are presented and discussed.

English Medium Instruction (EMI) has been increasingly used in higher education institutions (HEIs) in the Sultanate of Oman, and the English-taught degree programs have been offered in different disciplines. The adoption of EMI seems to have potential challenges for both teachers and students. Wh...