“Input Matters” also in EMI

The aim of this chapter is to investigate the input of teachers in the EMI field. Input is understood here as the prime mover of the teaching-learning activity. Input, ontologically speaking, entails a real didactic impact, as it can be adapted and fine-tuned by teachers to make it understandable and accessible to students; moreover the input construct, which emerged from the field of Second Language Acquisition (SLA), can be a key to interpreting EMI teaching