Internationalisation and the EMI controversy in Italian higher education

In this paper we present data drawn on a fieldwork study recently conducted at the Politecnico di Torino measuring the lecturers’ assessment and perception of English-taught programmes activated in this particular setting. By drawing on other countries’ experience of EMI, ICLHE (Integrating Content and Language in Higher Education) and Parallel Language Use, this paper touches upon several controversial questions that are crucial for striking a balance between ‘local’ and ‘global’ educational goals.