Integrating Linguistic Frameworks to Bridge the Theory–Practice Gap in Medical English Within Military Education

This study investigates the integration of three linguistic frameworks, Systemic Functional Linguistics (SFL), Second Language Acquisition (SLA), and Sociocultural Theory (SCT), into English for Medical Purposes (EMP) teaching in military medical institutions. It explored how lecturers understand and enact these frameworks and which strategies may bridge the theory–practice gap. Data included a survey of 30 lecturers, semi-structured interviews with 15, and analysis of key EMP resources. Awareness was moderate but uneven (SFL 73%, SLA 67%, SCT 60%), with only 60% reporting integration of all three. Corrective feedback, especially prompts and clarification requests, was common (~80%). Main barriers were rigid curricula (87%), limited contextualised materials (80%), and heavy student workload (~67%). Despite these constraints, lecturers expressed strong support for theory-informed approaches, requesting targeted training and adapted materials. Findings show integration is both necessary and feasible if institutions provide curricular flexibility, professional development, and contextualized resources.