Capturing EMI teachers’ linguistic needs: a usage-based perspective

Gustafsson, Hana

doi:10.1080/13670050.2018.1425367

Cited by 24 publications

(25 citation statements)

References 26 publications

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“…Third, revealing how teachers' needs for institutional support differ according to their positions (e.g., tenured or non-tenured) is critical, but this has not been highlighted. Other than common attributes such as sex and age [25,31], studies on EMI teachers have paid attention to English language competence [19,25,[31][32][33]; disciplinary genres [17,18,25,31,33]; and experience in EMI teaching [18,25] but not teachers' positions. However, considering the challenges experienced in recruiting and retaining EMI teachers [15], studying adjunct teachers becomes an essential part of implementing successful EMI programs.…”

Section: Literature Reviewmentioning

confidence: 99%

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Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Uehara

Kojima

2021

Education Sciences

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This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.

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Section: Literature Reviewmentioning

confidence: 99%

“…According to previous studies and EMI trainings, there are three competencies required of EMI teachers: language skills, pedagogical skills, and intercultural skills [6,11,17,33]. This study selected seven EMI training menus covering these three categories (Table 2).…”

Section: Prioritizing Fd Program Menusmentioning

confidence: 99%

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Uehara

Kojima

2021

Education Sciences

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“…A number of studies have reported that the majority of lecturers and teachers in the field are not even sure what other aspects besides language they should be looking at in their EMI teaching. Their specific concerns are around their own and/or students' non-colloquial and 'accented' English; lecturers' poor English communication with students; and students' misunderstanding of, and confusion around subject vocabularies in English [39][40][41][42][43][44][45]. In response to the lack of adequate training, some EMI lecturers believe that attending international conferences or short study tours to an English-speaking country are the solution to problems in EMI teaching [46][47][48][49].…”

Section: Language Issues In Emi Teachingmentioning

confidence: 99%

An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China

2020

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Teaching through English Medium of Instruction (EMI) is a theory-based pedagogy that has been adopted in many European and Asian countries as a strategic initiative in educational internationalization. To date, there has been little research into EMI in-class teaching and learning. In effect, lived experiences in EMI in-class practice have been largely ignored. To address this gap, we reported on a case study that explored the linguistic and pedagogical characteristics of EMI lecturers’ teaching in a university in southern China. Twenty academic staff in the university’s EMI programs were recruited. Their in-class EMI teaching processes were observed and audio-recorded. The data was analyzed by drawing upon multilingualism and instructional design theories. This research found that Chinese EMI lecturers’ bilingual repertoire led to their English instruction featuring Chinese language influences, from pronunciation to syntax and that translanguaging strategies were purposively employed to achieve their goals including students’ cognitive understanding, affiliative bonds and the lecturers’ own survival for teaching. Further, that and the instruction applied in the EMI classes were more topic-centered than problem-centered, focusing on activating new learning and knowledge presentation through demonstration.

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“…The third approach is to design and implement EMI training courses for EMI staff which are an integral part of CPD. The demand for EMI teacher training is huge universally and is well-documented in the literature (Gustafsson 2018;Trent 2017;Werther et al 2014;Lasagabaster & Douz 2018) with both academic staff and students on EMI courses complaining that the EMI staff lack expertise in the areas of English language proficiency, including English for Specific Purposes (ESP) and English for Academic Purposes (EAP), pedagogical skills, EMI-specific micro-skills and intercultural awareness. These knowledge and skills gap lead to the reduced self-assurance of EMI lecturers when delivering their courses and reduced quality of teaching.…”

Section: Emi Staff Selection and Preparationmentioning

confidence: 99%

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

Volchenkova

Kravtsova

2021

RAEI

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Universities in non-native English-speaking countries strive to increase the number of international students using EMI as one of their internationalisation strategies, “being caught up in the rush to offer both undergraduate and postgraduate programmes through the medium of English” (Macaro et al. 2018, 37). This has resulted in an unprecedented demand for EMI lecturers to acquire both improved English language proficiency and new teaching methodology skills (Gay et al. 2020). The research, however, evidences the lack of published materials for the development of EMI lecturer training courses (Costa 2015; Dafouz 2018; Gay et al. 2020). Moreover, the literature on hands-on practice with respect to the experience of those involved in EMI lecturer training is scant. Thus, here, the authors offer an outline of an EMI lecturer training course and provide an analysis of the experience of eight EMI lecturer trainers from three leading Russian universities that conducted EMI training courses in the academic years 2017-2019. Semi-structured interviews and pre-and post-course surveys show that EMI trainers encounter difficulties which are psychological, methodological and linguistic in nature, these being low English language proficiency of EMI lecturers, their insufficient knowledge of pedagogical strategies, their lack of self-reflection and feedback and their resistance to active learning techniques and a student-centered approach. The findings of this study will be useful for EMI lecturer trainers since the study highlights potential challenges and practical advice on how to increase training efficacy.

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Capturing EMI teachers’ linguistic needs: a usage-based perspective

Cited by 24 publications

References 26 publications

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

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