Policies and practices of emi in Turkish tertiary-level EFL context

English as a medium of instruction (EMI) is a widely recognized phenomenon due to internationalization and globalization. It is also a delicate approach because foreign language policies assume determinative roles in its implementation. In the Turkish tertiary level EFL context, EMI has been in practice for a while and, as its primary pre- requisite, students must prove their language proficiencies at English PYP schools before starting their EMI courses. Although several studies analyzed the macro and meso policy documents of Turkish EMI and foreign language education and explored the EMI instructors and students' perceptions, no local studies integrated the analysis of PYP schools' policy documents and explored the perceptions of the stakeholders about EMI. To fill in this gap, the present study analyzed twenty PYP schools' policy documents and curricula besides ten macro policy documents. Additionally, the perceptions of the EMI instructors, the EMI students and English PYP school administrators, instructors and students were gathered from online surveys and interviews. According to the document analyses, there was a mismatch between policies and practices, and huge variations existed in PYP schools and among EMI departments themselves existed. The quantitative and qualitative analyses mainly showed that students' productive skills needed improving, EMI instructors and language instructors needed to collaborate and be trained in EMI pedagogy andmethodology, and the curricula of the EMI departments and PYP schools needed alignment across institutions for a more effective EMI courses. The findings provided significant pedagogical implications for the EMI instructors, language instructors, students, institutions, and policy makers.