EMI lecturer training: what, how and by whom?

This talk draws on my article ‘English medium instruction lecturer training programmes: Content, delivery, ways forward’ (Deroey, 2023). I review published EMI training initiatives worldwide - including China - to summarize the reported key content areas and delivery methods as well as pitfalls and recommendations.
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 the need for interdisciplinary collaboration. Third, lecturers’ attitudes towards EMI and EMI training should be taken into account (Perez Cañado, 2020; Tsui, 2018; Westbrook & Henriksen, 2011).
Apart from providing a summary of EMI training initiatives, I will address questions such as ‘Who should deliver the training?’; ‘What criteria determine who would benefit from training?’; ‘Are EMI lecturers responsible for students’ language development?’ and ‘Does EMI necessitate a change in teaching strategy?’.
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/10.1016/j.jeap.2023.101223