1 Introduction

In the past 20 years, the use of English in business and technology has significantly increased, consolidating its position as the primary language for international communication. The rapid development of all English teaching (EMI) in higher education has promoted internationalization of universities and enhanced global employment opportunities for graduates. The development of EMI has put forward higher requirements for teaching English as a Foreign Language (TEFL), especially Business English (BE), involving the updating of teaching content, methods, materials, and concepts. The TEFL field is divided into General English (EGP) and English for Specific Purposes (ESP), with the latter including Academic English (EAP) and Occupational English (EOP), aimed at developing students' ability to use English in specific work environments. EMI focuses on using English as a teaching medium rather than language learning itself. Foreign ESP increasingly emphasizes cross-cultural communication skills, while EMI focuses on the combination of subject literacy and language awareness.

The essence of "English" in EMI and ESP environments

In EMI and ESP environments, "English" has different concepts and functions, manifested as a multi-faceted concept. Sociolinguists question the static existence of a single linguistic norm and advocate for a more flexible understanding of language. ESP focuses on teaching specific subject language features, while EMI uses English as a tool for learning subject content. In EMI environments in non-native areas, English is both a foreign language and a lingua franca, used for communication between groups with different language backgrounds. Business English has flexibility, hybridity, and variability in international business activities, and participants build and use a common language reserve to achieve effective communication. EMI and ESP involve diverse language ideologies that affect teaching, learning, group dynamics, and assessment standards. The English standard variants used by teachers in EMI teaching should integrate the various roles and functions of English, reflecting a language ideology consistent with teaching practice and materials.

Requirements of ESP and EMI Environment for Teachers and Students

ESP and EMI environments have different requirements for teachers and students. ESP teachers need to have a degree in English and specific teaching experience in a particular field, while EMI teachers need professional knowledge and high English proficiency. ESP teachers should be able to identify and reflect the characteristics of the subject matter, but they do not need to become domain experts. EMI teachers may lack teaching expertise and have difficulty analyzing subject language. ESP students have strong homogeneity and aim to improve their English proficiency, while EMI students have strong heterogeneity and focus on information exchange and language application. These differences provide complementary and cross cutting opportunities for TEFL teaching reform.

4. Space for cross complementarity between ESP and EMI

In terms of teaching, ESP focuses on improving professional language skills, adopts a social participation paradigm, and complements EMI teaching; EMI focuses on imparting professional knowledge, with teachers taking the lead, and students requiring a certain level of language proficiency. In terms of textbooks, ESP textbooks are designed for different fields, while EMI textbooks rely on English native language books and lack specificity. In terms of evaluation, ESP focuses on language accuracy and fluency, while EMI emphasizes mastery of professional knowledge. ESP and EMI have complementary space in teaching, teaching materials, and evaluation, providing possibilities for the development of Business English majors.

5 Essence and Professional Objectives of Business English

Business English is an English language used for cross-cultural business information exchange, with a symbiotic nature of language, culture, and industry attributes. It requires users to have the ability to overcome language and cultural barriers and master business expertise. The Business English major aims to cultivate composite talents with international perspectives, professional foundations, and language abilities. It includes both business knowledge and emphasizes language and cultural skills, and is a combination of ESP and EMI.

6 Main Problems and Principle Suggestions for the Development of Business English

Business English faces challenges in the development of EMI and ESP, but it will not be replaced. Business English has binary characteristics and shares linguistic similarities with EGP, ESP, and EMI, but is fundamentally different. At present, the binary characteristics of business English teaching objectives have not been resolved, which affects development. Suggestion: 1 Strengthen the narrow intersection at the language level and the broad intersection at the disciplinary or professional level, and construct the teaching objectives, curriculum system, and teaching content of "Big Business". 2. Improve the diversity of professional teaching staff, accelerate the transformation of teaching staff from a single disciplinary background to an interdisciplinary background, and build a high-level composite teaching staff team. 3. Improve the scientificity of the modular setting of "language+business", optimize module content, allocate class hours reasonably, and change the problem of insufficient scientific argumentation and homogenization in curriculum design.

7 Conclusion

Since the establishment of the Business English undergraduate program in 2007, the development of majors in China has been rapid, but there is enormous room for reform and development. The article analyzes the current situation of EMI and ESP, points out the essential differences between Business English and ESP and EMI, and proposes a binary goal and a viewpoint that intersects narrow and broad senses. Clarified the main issues of professional development and put forward three principled suggestions, aiming to provide inspiration for the academic community.