Designing and delivering EMI training

This talks surveys EMI lecturer training programmes worldwide (Deroey, 2023) to help EAP practitioners make informed decisions about their design and delivery. From these published initiatives, I report key components, formats, challenges and recommendations.
Many initiatives prioritize language and communication skills but also include (specific) pedagogical training. Microteaching with feedback, reflection and teaching observations of disciplinary colleagues are highly rated activities. Several initiatives additionally integrate intercultural and EMI awareness work. This diversity of components suggests EMI training could become part of a broader professional development programme and may warrant interdisciplinary collaboration. The training is mainly delivered by English language professionals through group classes, individual support (e.g. helpdesks, classroom observations) and peer learning (e.g. teaching feedback, fora, tandems). Peer mentorship seems a promising way to empower lecturers, enable contextualisation and facilitate continuous development. A few institutions diversify their support depending on lecturers’ discipline, English proficiency and EMI experience. For most, however, long-term follow-up to ensure and document training outcomes remains ambitious. Having highlighted challenges and recommendations along the way, I conclude by highlighting points that are particularly pertinent to the TNE context.

References
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