The use of English Medium Instruction (EMI) for teaching content subjects has gained popularity worldwide. There has been a significant interest in exploring different aspects of research in the EMI context, focusing on language and content learning, teaching disciplinary language, evaluating the effectiveness of EMI implementation at various educational levels, and investigating the perspectives of teachers, students, policymakers, and other stakeholders regarding the use of English for instruction. Within this complex landscape, researchers come from diverse backgrounds and orientations. The use of English as a medium of instruction and the exploration of teaching content subjects through English have garnered attention from researchers in various disciplines such as science, technology, mathematics, engineering, medicine, business, history, and sociology. In their recent publication, McKinley and Rose (2019) presented a comprehensive handbook on research methods in applied linguistics, covering the rapid changes in this field. They identify two main types of researchers in applied linguistics: “researcher-practitioners,” who focus on teaching and learning within language classrooms, and “educational psychologists,” who study the cognitive and psychological processes of language learning (2019, p. 1). These classifications are particularly relevant for EMI research, as they underscore the need for an interdisciplinary approach that can address the multifaceted nature of teaching and learning in EMI contexts. The diversity of research orientations represented by these classifications further emphasizes the imperative for a holistic approach to EMI research.