| English medium instruction (EMI) is a bilingual education practice that uses English to teach subject matter, primarily applied to higher education (HE). However, the expansion of EMI indicates that this method may be used at the elementary level. The application of EMI provides reflections as a means to comprehend the many factors that affect instructors’ instructional practices in the classroom. This study seeks to address the gap in research about reflections, particularly among EMI subject teachers at the primary level in Indonesia, since existing studies are insufficient. This study presents three research questions: (1) What are the reflections of subject content teachers with Indonesian nationality on their teaching practice in an EMI setting school? (2) What challenges do subject content teachers with Indonesian nationality face in teaching at an EMI setting school, and how do they overcome these challenges? This qualitative study adopts Farrell’s (2015) reflective practice approach. The author used semi-structured interviews to gather data from three participants, who are subject content teachers of Indonesian nationality (Physical Education, Character-Building, and Science) in an EMI setting school. The data is also presented thematically in a narrative format. The findings indicate that teaching philosophy impacts subsequent reflection phases, establishing a relationship between them. Moreover, the issues encountered by the three subject content teachers arise from a common issue, specifically inadequate English proficiency, which is overcome through various solutions. |