English has become an important language of science and scholarship due to the globalization and internationalization of higher education. As a result, there has been a rapid increase in English-mediated instruction (EMI) courses across English as a foreign language (EFL) countries. In an expansion of EMI courses, different reactions have arisen among professors between Korean and Nordic higher education contexts. Utilizing both literature search on EMI as well as insights from the researcher’s involvement in EMI projects, this article presents a comparative analysis of EMI between Korean and Nordic universities with the hope that it will contribute to more effective implementation of EMI within EFL universities such as the ones in Korea. The analysis demonstrates that although there are similar concerns about the expansion and implementation of EMI, the two contexts have fundamental differences, including the motivation for the introduction of EMI, linguistic environments, and philosophy of teaching and learning. These factors are intertwined and influence the implementation of EMI in each context. Therefore, in order to implement EMI more successfully in Korean universities, understanding the differences underlying the two contexts is required.

I. Introduction
 II. Research Method
 III. Analysis of the Literature on EMI in Korean and NordicHigher Education
  1. Motivation for the EMI Policy
  2. Linguistic Environments
  3. Philosophy of Teaching and Learning
 IV. Educational Implication
  1. Increasing Motivation
  2. Inculcating an Open-mindset
  3. Providing Systematic Professional Teacher Education for EMI Professors
  4. Implementing Discipline-specific EMI Courses
 V. Conclusion
 References

• Given Lee(Pai Chai University)