In today’s world, tertiary education institutions around the globe tend to foster and stimulate international professional and academic ambitions in their students, whilst purposefully aiming to equip these students with the cross-disciplinary skillset needed to put these abstract ambitions into transnational practice. One of the ways in which institutions frequently invest in the aim of internationalization is by implementing so- called English-as-a-Medium-of-Instruction (EMI) practices in a wide variety of the courses that are on offer in the different programs of the institution’s curriculum. In order to paint a more complete picture of the effects of the adoption of English as a scientific lingua franca and transnational medium of instruction in academic education, the field of EMI studies has to develop and shape a heightened sense of awareness to context-specificity. The focus of this sociolinguistic research project is rethinking the "E" in EMI (English as a Medium of Instruction) in Flemish tertiary education. The goal is to investigate the potential interactional and attitudinal impact of translanguaging in English-medium higher education settings in Flanders through an in-depth study of common pedagogical practices.