This paper presents teaching pedagogies to help students for whom English is a foreign language learn economics in an English medium instruction (EMI) environment. We applied these strategies to introductory-level and intermediate-level economics courses at a public university in southern Taiwan. The questionnaire results indicate that innovative pedagogical methods can compensate for students’ inadequate language proficiency. Tertiary students who may not have an excellent command of English can still have pleasant EMI experiences in a content-based classroom. A by-product of implementing our teaching strategies is that students also experienced statistically significant improvement in their English skills.
International Journal of Pluralism and Economics Education, Vol.8, No.2, pp.141-155