'This is a timely and significant contribution to the fast-growing field of English-Medium Instruction (EMI). By focusing on STEM education in Hong Kong, Pun and Jia provide a nuanced and richly contextualised account of the tensions and possibilities that emerge when global policy aspirations meet classroom realities. The book combines rigorous empirical research with theoretical insight, offering a valuable framework for understanding how language and content can be effectively integrated in multilingual higher education settings. It will be of great interest to EMI scholars, STEM educators, and policymakers alike, advancing both the academic discourse and the practical agenda for EMI worldwide.'

Samantha Curle, University of Bath, UK

'This book provides a timely and insightful exploration of English-Medium Instruction (EMI) in Hong Kong's higher education, with a distinctive focus on STEM disciplines. Covering a wide range of EMI-related topics with both scholarly depth and pedagogical relevance, it offers valuable guidance for policymakers, researchers, and educators seeking to bridge policy and practice and promote inclusive, linguistically responsive EMI-STEM education globally.'

Fan Fang, Shantou University, China

'Pun and Jia's book uses Hong Kong as a compelling case study to explore cognitive and linguistic demands in STEM education, shedding light on context-specific complexities of language-in-content learning across global EMI and CLIL educational contexts. It highlights how translanguaging pedagogies and inquiry-based approaches, supported by emerging technological tools, can bridge language and content learning while fostering inclusive learning environments. A valuable resource for researchers, educators, and policymakers committed to innovative, equitable language-in-education practices.'

Sunny Man Chu Lau, Bishop's University, Canada