Book Review: English-Medium Instruction Pedagogy in Disciplinary Classrooms: Voices from the Ground by Xuyan Qiu and Rui Yuan QiuXuyanYuanRui (Eds), English-Medium Instruction Pedagogy in Disciplinary Classrooms: Voices from the Ground(Oxon: Routledge, 2025), 154 pp.: ISBN: 9781032558288.

In response to the internationalization and neoliberalism of higher education, English-medium instruction (EMI) has been increasingly implemented across various academic disciplines in multilingual and multicultural university classrooms.While existing research has identified effective EMI pedagogies (e.g., translanguaging) (e.g., Phyak et al., 2022), EMI teachers' classroom practices continue to be complexly shaped by a range of enduring and emerging social, ideological, institutional, and technological dynamics.Nevertheless, little is known about how EMI teachers navigate these complexities to teach disciplinary knowledge through English as an additional language.English-Medium Instruction Pedagogy in Disciplinary Classrooms: Voices from the Ground, edited by Xuyan Qiu and Rui Yuan, offers timely and valuable insights into EMI pedagogical innovation and effective practices arising from lived classroom experiences and instructors' ongoing reflection.The volume includes eight chapters.The introduction challenges the English-only hegemony and highlights the risk of "epistemic injustice" (p. 1) when students' full linguistic repertoires are ignored.This theme is empirically substantiated in the subsequent six chapters, which examine how disciplinary faculty perceive and use pedagogical strategies to teach content knowledge through English in linguistically heterogeneous classrooms.Chapter 2, drawing on five Spanish computing lecturers' accounts, reveals how the nature of knowledge in computing and the demands of student problem-solving development influence the lecturers' use of codeswitching, multimodal resources (e.g.,