Emi Teacher Training Courses in Europe

Costa, Francesca

doi:10.13135/2384-8987/1102

Cited by 3 publications

(4 citation statements)

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“…Even though it was almost eight years since the implementation of the EMI policy in some Moroccan public secondary schools, only three EMI teachers benefited from a short EMI in-service training. This finding correlated with numerous studies, reporting a shortage of teacher training in different parts of the world such as Japan, Volume 4, Issue 4, 2022 China, Italy, Turkey, Iraq, Nepal, and Vietnam (Borg, 2016;Francesca Costa & Coleman, 2012;Dearden et al, 2016;Macaro et al, 2018;Uehara & Kojima, 2021;Yuan, 2019), while it contrasted other studies (F. Costa, 2015;Haines & Van den Hende, 2014) which found that there were universities that provided training courses for EMI teachers in order to enhance their competencies.…”

Section: Discussionsupporting

confidence: 80%

“…In this regard, an EMI mathematics teacher argued that teacher trainers taught them some basic grammatical rules they were required to master, corrected their mistakes, and shared with them some appropriate expressions to use in the classroom. However, the training content did not tackle intercultural communication, which was found in other contexts (F. Costa, 2015;Haines & Van den Hende, 2014), especially since Morocco is a multicultural society. In fact, developing intercultural skills were important for EMI teachers because it enabled them to actively and effectively interact with students from different backgrounds (Uehara & Kojima, 2021).…”

Section: Discussionmentioning

confidence: 98%

“…The shortage of in-service training was also found in Turkey (Dearden et al, 2016), Italy (Francesca Costa & Coleman, 2012), and the Kurdistan region of Iraq (Borg, 2016). Despite the lack of training in different parts of the world, Costa (2015) and Haines and Van den Hende (2014) found that some universities provided some in-service training for EMI teachers to enhance their competencies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

Anaam

2022

IJLLS

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This study examines the experiences and perceptions of Moroccan public secondary school math and science teachers on training for English as a medium of instruction (EMI). In order to meet this objective, semi-structured interviews were conducted with six EMI math and science teachers from Moroccan public secondary schools in Rabat-Salé-Kénitra. The findings revealed that there was a shortage of training on EMI. All of the EMI teachers did not receive specialized EMI pre-service training. In addition, three undertook a short EMI in-service training, mainly at the beginning of their EMI teaching careers. Additionally, all of these EMI teachers explicitly expressed their need for future training for continuous improvement. Five of them desired additional training in the English language to improve their language proficiency. Three of these five teachers specifically wanted to learn scientific terminologies in English. Furthermore, one of these three teachers wanted to develop her speaking skills to communicate more effectively with students. Differently from the stream, an EMI teacher needed training in both the English language and EMI teaching methodologies. Overall, this study offers insights into this under-researched context of the EMI program in Morocco and provides recommendations for future research.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

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Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

Anaam

2022

IJLLS

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“…One of the reasons, as Galloway et al [15] explain, is that EMI teacher training courses are heavily context-dependent and there is no one-size-fits-all approach. The content and forms of EMI teacher training courses vary both within a country [5,29] and in different countries [7,9,22,33,39].…”

Section: Introductionmentioning

confidence: 99%

“It Doesn’t Scare Me Now!”: Changes in Teacher Identity After Emi Training

Volchenkova¹,

Nenakhova²,

Egorova³

2022

PED

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Although English Medium Instruction (EMI) in tertiary education enhances the international prestige of academic staff, the practices of universities regarding the training of EMI staff are few in the literature as well as the analysis of the impact the such courses have on EMI academic staff. University staff are pushed towards teaching through English with little administrative support, which causes the creation of EMI training courses. The paper offers a practical example of how to apply research findings, university context, needs analysis and course feedback to syllabus design for teacher training in EMI in the context of a Russian university. It describes piloting of an EMI training course. The authors present the content of an EMI training course; analyze feedback from EMI teacher trainees to show how the EMI training course influences academic staff identity. The respondents recognized that the EMI course had improved them both professionally (innovative methods of teaching, interactive lecturing techniques, EMI strategies) and personally (increased level of language proficiency, boosted confidence in teaching in English). Although the course design has naturally been influenced by Russian context, the underlying principles, problems and solutions can usefully inform the development of EMI teacher training courses in other parts of the world.

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Re-envisioning professional development for English medium instruction: a decolonial option

Chang

2023

Journal of Multilingual and Multicultural Development

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Emi Teacher Training Courses in Europe

Cited by 3 publications

References 0 publications

Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

“It Doesn’t Scare Me Now!”: Changes in Teacher Identity After Emi Training

Re-envisioning professional development for English medium instruction: a decolonial option

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