This plenary critically examines the role of English medium instruction (EMI) preparatory programmes in supporting student success across global higher education. Drawing on a systematic, critical review of empirical studies published between 2015 and 2025, it explores how such programmes influence learning outcomes, motivation, pedagogy, and equity. Through the narrative lens of a Turkish student, Eylül, the discussion highlights how linguistic proficiency alone seldom ensures disciplinary engagement or academic confidence. Evidence from recent EMI research demonstrates that programmes integrating language and content, authenticity, and translanguaging practices most effectively prepare students to ‘think through English’. The paper concludes by identifying gaps in longitudinal and cross-contextual evidence and calls for pedagogical and policy designs that move beyond language support toward sustainable, inclusive, and identity-affirming EMI education.
