English-medium instruction (EMI) is an established educational option that varies in both scope and extent in upper secondary schools in contexts where English is not the dominant or official language. The prevalence of EMI (also often identified as Content and Language Integrated Learning, CLIL) is a result of both implicit and explicit goals of those directly involved—students, parents, teachers, and administrators. These stakeholders’ perspectives are rarely addressed, however, so this study aims to understand their views through an investigation into why the option is offered, why the option is chosen, and how the option is experienced in the classroom. Identifying and understanding their expectations reveals their language ideology in relation to EMI and to the English language.

A study with an ecological approach was conducted over the course of one academic year (2011-2012) at two Swedish upper secondary schools that each offered subjects taught in English. Informants included 25 students (ages 15-18), three school administrators, five parents, and eleven teachers; and their views on EMI were revealed through qualitative content analysis of semi-structured interviews. The results include issues such as the ever-increasing role of English in both the local and global contexts, the belief in the importance of English for the students’ future work and education, the English-language proficiency of the stakeholders, and the choice to use English instead of Swedish in different domains.  The stakeholders’ voices on the identified themes will illustrate the presentation. These perspectives are key to understanding the present context of EMI as well as how it may continue to develop, thus contributing to understanding the spread and practice in contexts outside of Sweden as well. Therefore, the results are of interest to both researchers and stakeholders within the fields of EMI and CLIL in an international context.