The goal of this study was to explore Englishinstructors’ application of accommodation strategies underEnglish-Mediated Instruction (EMI) in English as a linguafranca context of higher education in Taiwan. Englishinstructors’ verbal discourses with regard to various typesof strategies during instruction were documented andexamined. The presented results were triangulated in termsof quantitative and qualitative analyses. Data were gath-ered from a university in southern Taiwan, which includedapproximately 627 min of audio-recordings of five coursesby five non-native teachers in its IMBA program. Thecollected data were analyzed through the use of frequency,pragmatic functions, display of lexicon and syntax, and themost common clusters. Corpora and interviews were cho-sen to be the primary analytic tools. Six effective accom-modation strategies were identified via quantitativeanalysis, including introducing, defining, listing, eliciting,giving examples, and emphasizing. The selection of theaccommodation strategies was influenced by the followingsituations: (1) level of content difficulty, (2) students’language proficiency, (3) student feedback, and (4) findingappropriate language. Finally, top-ten language clustersfrequently produced by the EMI instructors were found toserve the purposes of eliciting and defining concepts.Possible pedagogical implications are also discussed in thelast section

• Accommodation Strategies Employed by Non-nativeEnglish-Mediated Instruction (EMI) Teachers