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This research examines a corpus of focus groups and interviews with English-medium education in multilingual university settings (EMEMUS) lecturers in a southern EU university to explore how lecturers’ attitudes dialogically interact with the construction of the Internationalisation and Glocalisation (ING) dimension of the ROAD-MAPPING framework. Adopting a mixed methods approach, this paper proposes a novel method and uses ROAD-MAPPING as a means to theoretically position and interrogate the data, drawing on corpus linguistics methods and critical grounded theory. In particular, it explores the final stage of theoretical coding, as it is well suited to offer an interpretation of the discursive construction of internationalization in this group of lecturers. Overall, our findings contribute to the discussion of the ROAD-MAPPING framework and the understanding of how approaches to internationalization in specific contexts can help us conceptualize EMEMUS from different perspectives. Specifically, the study finds that while established elements of ING are evident in English-medium instruction lecturers’ discourse, there is evidence of gaps in their engagement with ING and further emerging themes relevant to ROAD-MAPPING.