Emotional Responses to Multiple Language Use in EMI: An Exploration of Student Attitudes on Two Italian Degree Programmes

This chapter reports on a study conducted in the context of two English-taught programmes (ETPs) at the University of Padova (Italy) which attract high numbers of international degree-seeking students: the Bachelor’s degree in Psychological Science (PS) and the Master’s in English Studies (ES). Looking at English-medium instruction (EMI) students as plurilingual individuals with complex language learning trajectories and linguistic repertoires (Busch, 2012), the study explores students’ motivation for studying in English and their perceptions of their plurilingual identities and attempts to shed light on their emotional responses to (multiple) language use in such a linguistically rich educational environment.