EMI lecturer training: what and how?

his paper presents a survey of English medium instruction (EMI) lecturer training worldwide in order to inform decisions by practitioners tasked with its design and delivery (Deroey, 2023). The survey encompassed 25 articles containing information about EMI lecturer training in 18 countries, including China. These were analysed for their components, delivery, challenges and recommendations.
This analysis revealed four main content components: language, communication, pedagogy and EMI awareness. Most programmes were delivered face to face but some were blended with a substantial amount of online and independent work. Delivery methods were group classes, individual support and peer learning. Microteaching with reflection, feedback and observation was a widely recurring and highly rated activity.
Recurring challenges were contextualisation, group heterogeneity, lecturer confidence and incentivisation. Recurring recommendations were various. First, training should focus on more than language alone. Second, given the multi-faceted nature of EMI training, its potential transfer to L1 teaching and the internationalisation agenda, it could be integrated into professional development programmes involving collaborations between language, didactic, EMI and disciplinary experts and reflecting a ‘multilingual and multicultural vision of teaching and learning’ (Dafouz, 2021, p. 34). Third, training should be adapted to the local context. Fourth, we should not overlook affective factors such as lecturers’ self-image, confidence, and sense of self-efficacy (Tsui, 2018). Fifth, real life outcomes should occur and be documented. Finally, lecturers also need to be able and motivated to participate (Chen & Peng, 2019). I conclude with a lecturer training framework.
References
Chen, Y., & Peng, J. (2019). Continuing professional development of EMI teachers: A Chinese case study. Journal of Education for Teaching, 45(2), 219-222.
Dafouz Milne, E. (2021). Repositioning English-Medium Instruction in a broader international agenda: insights from a survey on teacher professional development. Alicante Journal of English Studies, 34, 15-38. https://doi.org/https://doi.org/10.14198/raei.2021.34.08
Deroey, K. L. B. (2023). English medium instruction lecturer training programmes: content, delivery, ways forward. Journal of English for Academic Purposes, 62(1), 101223. https://doi.org/https://doi.org/10.1016/j.jeap.2023.101223
Herington, R. (2020). Observation as a tool to facilitate the professional development of teaching faculty involved in English as a Medium of Instruction: trainer and trainee perspectives. In M. L. Carrió-Pasto (Ed.), Internationalising Learning in Higher Education (pp. 65-82). IGI Global.
Tsui, C. (2018). Teacher efficacy: a case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128.