Bridging Policy and Training Gaps: Language Policy and Instructor Preparedness for English‐Medium Instruction in Polish Universities

ABSTRACT In many higher education institutions (HEIs), English often serves as the primary language within internationalized academic circles and an important medium of instruction with varying implications for international students and instructors who rely on English‐medium instruction (EMI). Effective language policy and planning (LPP) is essential to support the integration of EMI while addressing the challenges of internationalization and multilingual diversity. This study analyzes language policies and EMI implementation in Poland, alongside the attitudes and preparedness of local instructors implementing these programs. Using data from institutional documents and instructor surveys, our findings highlight gaps in policies, regulations, and instructor preparation, indicating a need for improvement in the institution's internationalization processes and professional development offers. The study advocates for developing inclusive, multilingual policies and comprehensive support mechanisms for students, faculty, and staff to promote linguistic diversity, international collaboration, and academic integration in Polish HEIs.