Keywords :
EMI, lecturer training, EAP, internationalisation
Abstract :
[en] This paper presents a survey of EMI lecturer training in 18 countries worldwide. To this end, 25 articles were analysed to reveal the components, delivery, challenges and recommendations of such initiatives.
This analysis found four main content components: language, pedagogy, communication and EMI awareness. Although language work was often expected and most programmes were developed by English language professionals, quite a few initiatives increased their focus on teaching strategies in response to participants’ needs. Most training was done face to face through group classes, individual support and peer learning. Microteaching with reflection, feedback and observation was greatly valued. Reported challenges included contextualisation, group heterogeneity, lecturer confidence and incentivisation.
Amongst the conclusions that can be drawn from this survey, I will suggest that the multi-faceted nature of many EMI training initiatives warrants a collaboration between language, didactic, EMI and disciplinary experts. Such training can usefully be integrated into broader professional development programmes which reflect a ‘multilingual and multicultural vision of teaching and learning’ (Dafouz, 2021, p. 34) and which are embedded in the local and disciplinary context (e.g. Herington, 2020).
References
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.
