Language assessment in EMI: unravelling the implicit-explicit dichotomy

English Medium Instruction (EMI) is a content-focused approach in which language learning seems to have been sidelined. However, there appear to be some inconsistencies between EMI language objectives and actual practices that are reflected in the assessment phase. The literature has revealed that an implicit-explicit dichotomy is being used to explain the role of language in EMI; here explicit refers to the declared language outcomes as opposed to implicit, meaning implied but not stated. In this study, the description of a Linguistics course taught through the medium of English, the final assignment and its evaluative rubric are critically examined. The overall aim is to discuss discrepancies between language objectives and language assessment and identify a theoretical framework that could explain the implicit-explicit dichotomy in EMI. The present study raises the possibility that the discrepancies between language objectives and assessment criteria could be described in terms of teacher practices and beliefs that diverge from the declared language policy. Findings further indicate that the implicit-explicit dichotomy depends on academic literacies constructs, which have implications for the students’ development of linguistic tacit knowledge, which is learnt experientially but cannot be easily codified.