English medium instruction (EMI) has steadily increased in higher education institutions across Europe since the Bologna Process in 1999. Most research in this area has focused on teaching practices and learning affordances; however, attention to teacher identity has often been an afterthought. In this article, we conducted a scoping literature review of 23 empirical studies in EMI teacher identity. Arksey and O'Malley (2005) was used alongside Levac et al.'s (2010) recommendations to ensure consistency and replicability. Results show that language choice and use affect one's self-perceptions as a lecturer or academic. In many instances, language is perceived as an emotional obstacle, whether or not it is matched by an objective lack of linguistic competence. Positioning theory has been frequently used in the literature to investigate teacher identity, resulting in two contrasting stances: embracing the EMI identity or resisting it, usually through the use of multilingual practices. Further research is needed to evaluate the results and provide a synthesis of the included studies.