The growing implementation of English in higher education in its multiple functions has led researchers and practitioners to adopt a variety of terminology, theoretical frameworks, and instructional approaches. The two widely used terms of English-medium instruction (EMI) and content and language integrated learning (CLIL), respectively, are commonly but inconsistently referenced in research and publications about the use of English for content instruction and learning in higher education. This chapter thus offers a review of these two constructs from the standpoint of educational policy and strategy, with the aim of addressing identified learning needs or desires in higher education. Through differentiation of the EMI construct based on needs and goals in different contexts and disciplines, this chapter considers the contextual distinctions to place CLIL within an EMI conceptual framework, as well as outlines the fundamental CLIL dimensions, and argues for a reconceptualisation where EMI represents the educational context and CLIL the pedagogical one.