Teaching through English Medium of Instruction (EMI) is a theory-based pedagogy that has been adopted in many European and Asian countries as a strategic initiative in educational internationalization. To date, there has been little research into EMI in-class teaching and learning. In effect, lived experiences in EMI in-class practice have been largely ignored. To address this gap, we reported on a case study that explored the linguistic and pedagogical characteristics of EMI lecturers’ teaching in a university in southern China. Twenty academic staff in the university’s EMI programs were recruited. Their in-class EMI teaching processes were observed and audio-recorded. The data was analyzed by drawing upon multilingualism and instructional design theories. This research found that Chinese EMI lecturers’ bilingual repertoire led to their English instruction featuring Chinese language influences, from pronunciation to syntax and that translanguaging strategies were purposively employed to achieve their goals including students’ cognitive understanding, affiliative bonds and the lecturers’ own survival for teaching. Further, that and the instruction applied in the EMI classes were more topic-centered than problem-centered, focusing on activating new learning and knowledge presentation through demonstration.

Entrepreneurship education is a critical issue for higher education (HE) students, and thus has been on the agenda of national sustainable development in China. However, few studies have approached the enhancement of HE students’ entrepreneurial competencies in relation to the perspective of their learning environment. This study developed and employed the Theoretical Model of Entrepreneurial Competencies to examine the path of improving HE students’ entrepreneurial competencies. The results reveal that a diverse learning environment is an important external factor in developing HE students’ entrepreneurial competencies. Knowledge transfer, self-efficacy, and cognitive flexibility mediate this relationship. Moreover, entrepreneurship education significantly moderates the effects of self-efficacy on HE students’ entrepreneurial competencies, but it does not play a moderating role between cognitive flexibility and entrepreneurial competencies. This study provides insights for both policy and managerial endeavors in sustainably advancing HE students’ entrepreneurship through an innovative learning environment.