<![CDATA[Due to its internationalization agenda, higher education institutions (HEI) in Indonesia adopted English as medium of instruction (EMI) programs despite the absence of a national policy document to regulate EMI. Studies on EMI policy in HEI focused on the effect policy could have on the dominant group and gave less highlight on EMI policy implementation management. This case study examined the management of EMI as language policy at the meso-(institutional) and micro-(classroom) levels. The data sources include the institutional policy document related to the EMI program, and interviews with seven EMI officers and seven EMI teachers at a Technological Institute in Indonesia. Using Spolsky's language management framework for the "sensitizing concept," the result of the thematic analysis of the data shows three major categories of EMI policy management: EMI classroom management mechanism, language-related mechanism, and incentivization mechanism. The EMI teachers practice EMI differently in the classroom. Three teachers used English only, while four teachers used multilingualism for content comprehension. The most highlighted managerial and teaching problems come from the students’ recruitment. Therefore, reflecting on the constrain due to the management, it is recommended that the Ministry of Education provide more concrete and practical guidance on EMI implementation in Indonesia.]]>
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