English courses that focus on language learning rather than on specialized subject content should not be classified as EMI courses. However, the importance of ESL(English as a Second Language), EAP (English for Academic Purposes), or ESP (English for Specific Purposes) courses should be recognized, and English teachers are an important support for EMI courses. In other words, universities should value English courses and English teaching when promoting EMI-related programs.

For EMI courses, 100% English should be used for content delivery, student-teacher interaction, learning materials, and the presentation and evaluation of learning outcomes (such as oral presentations, assignments, or tests).

In specific situations, students may use Chinese for interaction, such as briefly using it during group discussions to facilitate creative thinking and brainstorming. However, students must still present their discussion results in English, and when their English proficiency improves or they take more EMI courses, they should be encouraged to use English more often in classroom discussions.

At the same time, students should present their findings in English. The way and circumstances in which students use other languages in the classroom should be limited. During group activities, students may use other languages to facilitate mutual understanding and creative thinking. However, teachers should ensure that at least 70% of class communication is conducted in English.

High-quality EMI courses should encourage students to speak and write in English as much as possible.