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This paper reflects on the contributions to this special issue, which offers a timely insight into research trends on the integration of content and language in higher education. The principle focus of the papers lies on the effects of English as the instructional language, in line with the professional activity of the authors. The papers amplify several trends in English-medium instruction (EMI) research: collaboration, identity, and teacher training. In a world where both students and teachers are increasingly transient, the studies serve to identify ways of promoting effective learning among students with differential language constellations, including language minority students, so that speakers from specific language groups are not marginalized or excluded.
