English-medium instruction (EMI) is a complex educational innovation and a prerequisite for active participation in the process of internationalizing academia. Given its impact on today's universities, it is crucial that EMI should be effectively and responsibly implemented. This book draws on a range of theoretical and empirical insights to explore the implications of EMI for stakeholders and describe the measures that should be taken to capitalize on its strengths and respond to its challenges. Using questionnaires, interviews and classroom observation, the authors investigate two academic communities--one that has undertaken instruction in English and one that has not--to weave together teacher and student attitudes, experiences, expectations and needs, along with comparative findings from classroom practice in Croatian and English. By analysing EMI in a local academic context against the backdrop of the global higher education landscape, this book offers a glocal perspective and opens up new avenues for reflection and action that will be relevant to educational institutions undergoing change This book contains the following chapters: (1) Staking the EMI territory; (2) Reasons for introducing EMI and the ensuing challenges for universities; (3) An EMI project in the Croatian higher education context; (4) Exploring attitudes, experiences and practices; (5) Outsiders' perspectives on EMI; (6) Taking stock of EMI (in the Croatian context); (7) Insights into EMI in practice; (8) Interpreting the data and painting a bigger picture; (9) Final considerations and future implications. A bibliography and index are included.