Linguistically Responsive Instruction in a PhD ‐Level EMI Course: A Qualitative Case Study from Thailand

Abstract

This study examined how an experienced Thai instructor in a PhD‐level EMI course implemented linguistically responsive instruction (LRI) to support student learning, the rationales behind his practices, and students' perceptions of them. Data from classroom observations and instructor and student interviews were analyzed and interpreted through an LRI lens. The findings suggested that the instructor employed a range of LRI practices to help students meet the epistemic demands of PhD education and develop as competent members of their academic community. Participating students valued these practices and did not perceive them as English language support. Compared to prior LRI‐informed research, which primarily focused on undergraduate settings, the study suggests that LRI at the PhD level may have a broader scope and operate at the course level rather than solely at the lesson level. This study provides empirical support for conceptualizing LRI in higher education, which positions EMI instructors as teachers of both content and disciplinary language and suggests that effective instruction for L2 English‐speaking students in content courses may need to extend beyond general good pedagogical practices to include disciplinary language support. Practical implications for EMI pedagogy, faculty development, and PhD‐level course policy are discussed.