LAUSR

summaries immediately prior to and after Parts One and Two, which could have been differentiatedmore effectively. In these mini sections and in amuch needed concluding chapter, the editors could have clarified theoretical and methodological issues raised in each chapter, whichwould have been beneficial to subsequent EMI research in other contexts. They could also have included a list of acronyms, as well as author and subject indexes. Despite these shortcomings, the authors of English Medium Instruction in Higher Education in Asia-Pacific accomplish their multifaceted tasks quite effectively, notably by echoing core concerns in the implementation of EMI policies in the Asia-Pacific, and by identifying important points of convergence across national contexts. In short, because the book is built through effective and extensive cross-referencing, its readers are able to develop both detailed and broad views of EMI policies in the region, thus gaining clearer insight into this complex area of language policy and planning. For these reasons, this book constitutes a valuable reference for both students and researchers.