Abstract :
[en] This workshop aims to provide insights into the complex task of designing and delivering EMI lecturer training programmes. Through a review of current initiatives worldwide (Deroey, 2023), groupwork and exchanges of experiences, participants will become more aware of the factors that need to be considered when tasked with EMI lecturer training and have a basic framework for tackling this task.
The efficient design and delivery of EMI lecturer training and support is a complex challenge. First, the EMI context is very varied (Dafouz et al., 2020) and initiatives should be adapted to the local cultural, educational, linguistic and institutional contexts (Herington, 2020; Pagèze & Lasagbaster, 2017; Tuomainen, 2018). Second, most literature reports the need for language, pedagogical and intercultural components, suggesting interdisciplinary collaboration is desirable. Third, we need to be sensitive to lecturers’ attitudes towards EMI and EMI training (Perez Cañado, 2020; Tsui, 2018; Westbrook & Henriksen, 2011). Fourth, there are practical considerations such as the timely provision of support (Guarda & Helm, 2017), promoting participation, facilitating learning transfer to lectures, and optimizing the support in view of what are often heterogeneous participant groups in terms of English proficiency, (EMI) lecturing experience and discipline (Ball & Lindsay, 2013). Finally, the design of these programmes typically needs to happen with limited institutional resources.
Workshop outline
-Introduction to findings from the literature on EMI lecturer training programmes worldwide
-Presentation of an EMI lecturer support brief used as the basis for group work
-Small group brainstorming on the needs analysis, components and format for EMI support appropriate to the brief
-Whole group discussion of the proposals and experiences with designing and delivering EMI lecturer support
References
Ball, P., & Lindsay, D. (2013). Language demands and support for English-medium instruction in tertiary education. Learning from a specific context In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 44-61). Multilingual Matters.
Dafouz, E., Haines, K., & Pagèze, J. (2020). Supporting educational developers in the era of internationalised higher education: insights from a European project. International Journal of Bilingual Education and Bilingualism, 23(3), 326-339.
Deroey, K. L. B. (2023). English medium instruction lecturer training programmes: content, delivery, ways forward. Journal of English for Academic Purposes, 62(101223), 1-16. https://doi.org/https://doi.org/10.1016/j.jeap.2023.101223
Guarda, M., & Helm, F. (2017). A survey of lecturers’ needs and feedback on EMI training. In K. Ackerley, M. Guarda, & F. Helm (Eds.), Sharing perspectives on English-medium instruction (pp. 167-194). Peter Lang.
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.
Macaro, E. (2020). Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism, 23(3), 263-276.
Pagèze, J., & Lasagabaster, D. (2017). Teacher development for teaching and learning in English in a French higher education context. L’Analisi Linguistica e Letteraria, 25, 289–310.
Perez Cañado, M. L. (2020). Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts. Journal of English for Academic Purposes, 48, 1–22.
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.
Tuomainen, S. (2018). Supporting non-native university lecturers with English-medium instruction. Journal of Applied Research in Higher Education, 10(3), 230-242.
Westbrook, P. N., & Henriksen, B. (2011). Bridging the linguistic and affective gaps: The impact of a short, tailor-made language course on a Danish university lecturer’s ability to lecture with confidence in English. In R. Cancino, L. Dam, & K. Jæger (Eds.), Policies, principles, practices: New directions in foreign language education in the era of educational globalization (pp. 188–212). Cambridge Scholars Press.
