With the rise of English-Medium Instruction (EMI) in education around the world, a new debate on the pedagogical role of students’ first language (L1) has emerged. Some educators and institutions recognize that the introduction of the first language is important as a means of reinforcing learner identity, equity, and the understanding of course content; others, however, argue for strict English-only policies to promote linguistic immersion. In this chapter, I will try to achieve a balanced view of these two perspectives by looking specifically at linguistic diversity and disciplinary rigor. This will lead to some theoretical underpinnings that support the use of L1 in EMI classrooms, and to this end, conceptual frameworks such as sociocultural, cognitive, and translanguaging models will be introduced toward a balanced and teacher-guided bilingual practice that can foster both language development and content acquisition. The ultimate goal consists in providing educators and policymakers with a comprehensive framework for multilingual pedagogy. Small blue boxes are used throughout the chapter to provide summaries of the main ideas.
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