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Workshop: Designing EMI lecturer training: what and how

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Abstract

This workshop will provide insights into designing and delivering English Medium Instruction (EMI) lecturer training. Although universities have been slow to organize EMI lecturer support, an increasing awareness of the challenges faced by EMI lecturers and their students now appears to be boosting the demand for EMI lecturer training and support initiatives. Consequently, EAP practitioners can increasingly expect requests to design and deliver such programmes. However, the efficient design and delivery of EMI lecturing training and support is a complex challenge. First, the EMI context is very varied and initiatives should be adapted to the local cultural, educational, linguistic and institutional contexts (Herington, 2020; Martinez & Fernandes, 2020; Tuomainen, 2018). Second, most literature highlights the need for language, pedagogical and intercultural components (e.g. Fortanet Gómez, 2020). Third, we need to be sensitive to lecturers’ attitudes towards EMI and EMI training (Tsui, 2018). 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 very limited institutional resources, few (if any) published materials and relatively little published research on lecture discourse and EMI lecturer training. The workshop will start with an overview of published training initiatives with their reported successes and challenges (Deroey, 2021). Next, participants will work in small groups, brainstorming ideas for an EMI support programme based on a brief we have recently received at the multilingual University of Luxembourg Language Centre. Finally, these proposals will be discussed in the whole group and key ideas summarized to consolidate the insights gained. -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). Bristol: Multilingual Matters. -Deroey, K. L. B. (2021). Lecturer training for English Medium Instruction: what and how? In B. D. Bond, A. & M. Evans (Ed.), Innovation, exploration and transformation. Proceedings of the 2019 BALEAP Conference. Reading: Garnet. -Fortanet Gómez, I. (2020). The dimensions of EMI in the international classroom: training teachers for the future university. In M. Del Mar Sánchez-Pérez (Ed.), Teacher training for English-medium instruction in higher education (pp. 1-20). Hershey: IGI Global. -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). Bern: 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). Hershey: IGI Global. -Martinez, R., & Fernandes, K. (2020). Development of a teacher training course for English medium instruction for higher education professors in Brazil. In M. Del Mar Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education (pp. 125-152). Hershey: IGI Global. -Tuomainen, S. (2018). Supporting non-native university lecturers with English-medium instruction. Journal of Applied Research in Higher Education. 10(3), 230-242. -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.
Designing EMI lecturer training:
what and how
Katrien Deroey
BALEAP Conference Workshop, 8 4 2021
Who’s been involved in designing / delivering
EMI lecturer training?
Please write ‘yes’ or ‘no’ in the chat.
‘EMI’: a myriad of contexts
3
In all these cases the lecturer is teaching physics in
English. Which of these are EMI contexts?
1. A Spanish lecturer teaches in Spain to L1 Spanish students only.
2. A Spanish lecturer teaches in Spain to L1 Spanish & international
students.
3. A Spanish lecturer teaches in the UK to L1 English & international
students.
4. An L1 English UK lecturer teaches in Spain to L1 Spanish students only.
5. An L1 English UK lecturer teaches in the UK to L1 English & international
students.
VOTE Mentimeter: https://www.menti.com/yuzdbvabgf
OR use Mentimeter code: 40 72 31 1
EMI as considered here
‘[t]he use of the English language to teach academic subjects […] where
the first language (L1) of the majority of the population is not English’
(Macaro et al, 2018, 37)
Integrated Content and Language in Higher Education:ICLHE
Review of programmes
6
Literature reviewed
9 (Deroey, 2021) and 22 (under preparation) ‘programmes’
Published
Worldwide
Mainly EMI rather than ICLHE
Training rather than needs/attitudinal analysis
Components, formats, experiences, recommendations
What?
8
‘A change in the language of instruction can […] be seen as an
opportunity leading to consideration of other elements in the
training of lecturers which help determine the quality of the
education provided to students in international classrooms.
(Dafouz et al., 2020, p. 327)
‘[T]eaching and learning activity in internationalized higher
education […] require[s] acombination of didactic, linguistic
and intercultural skills […].
(Haines, 2017, p. 39)
Language proficiency
EMI concepts &
contexts
Teaching
strategies
Communication
skills
Main foci
Language Communication Teaching EMI concepts &
contexts
Pronunciation
Vocabulary
Discourse signposts
Language functions
‘[…] EMI teaching competence is extremely
difficult to define in linguistic terms and
therefore difficult to monitor, train, and/or
certify.
(Gustafsson, 2020, p. 1072)
‘[…] investment in language learning entails
an extra emotional cost, which drives
lecturers to increasing feelings of insecurity
and disempowerment.
(Nieto & Fernandez, 2021, p. 52 )
[T]eaching subjects through English is much more than simply
translating class content into asecond language and teachers
should not be expected to work out the skills of teaching
through English intuitively.
(O'Dowd, 2018, p. 561)
Main foci
Language Communication Teaching EMI concepts &
contexts
Pronunciation Structuring
discourse
Vocabulary Negotiating meaning
Discourse signposts Non-verbal & visual
communication
Language functions English as a Lingua
Franca
Accommodating
cultural differences
They also started to think of English as alingua franca, which helped to
dispel some of their fears as nonnative speakers.
‘[…] moving them on from their initial concern about their language
[…] [to] being able to identify aspects of language that support
classroom communication.
(Pagèze & Lasagabaster, 2017)
Main foci
Language Communication Teaching EMI concepts &
contexts
Pronunciation Structuring
discourse
Interactivity
Vocabulary Negotiating meaning Learner-centred
teaching
Discourse signposts Non-verbal & visual
communication
Compensating for
language issues
Language functions English as a Lingua
Franca
Accommodating
cultural differences
‘Effective teaching pedagogies and methodologies are
necessary for overcoming linguistic challenges and
disparities.
(Inbar-Lourie & Donitsa-Schmidt, 2020, p. 311)
These pedagogical aspects are not immediately
perceived by teachers […]. Teacher development for
EMI settings thus needs to help lecturers appreciate
EMI asaspecific classroom teaching situation […].
(Pagèze & Lasagabaster, 2017, p. 297)
Main foci
Language Communication Teaching EMI concepts &
contexts
Pronunciation Structuring
discourse
Interactivity What is EMI?
Vocabulary Negotiating meaning Learner-centred
teaching
Internationalization
Discourse signposts Non-verbal & visual
communication
Compensating for
language issues
Multilingual &
multicultural
classrooms
Language functions English as a Lingua
Franca
Sharing experiences
and strategies
Accommodating
cultural differences
‘[...]need to reposition EMI teacher professional development
[…] in abroader engagement portfolio […] that aligns more
directly with the internationalization strategies of universities
and that incorporates all the agencies involved.
(Dafouz, 2021, p. 15)
How?
21
Main formats
Classes Practice One-to-one Online Peer networking
Intensive/extensive
courses
Microteaching Observations Materials Seminars
Workshops Reflection Consultations Teaching
recordings
Forums
Guest lectures Feedback Coaching Feedback Tandems
Peer mentoring Social media
The brief
23
University of Luxembourg (°2003)
Rectorate request: support lecturers teaching in English
Multilingual university: programmes generally taught in two
languages (French/English or French/German), some in three and
some entirely taught in English
+/- 300 lecturers (all languages) across disciplines
Most lecturers: L1 German, French, or Luxembourgish
Most lecturers: self-assessed English proficiency CEFR C1-C2
Language Centre: 1 member of staff for English + self-employed
‘freelance’ staff with limited availability & no EMI training expertise
a) What components & skills would you prioritise in the training?
b) How could the training be delivered in this context?
c) What questions does this raise for you?
Please ‘appoint’ one ‘secretary’.
Add summaries in Google doc:
https://docs.google.com/document/d/1PzbbJQ30_vN1QbJROCEdgcNG
vhM20onil_EqOesu3fs/edit?usp=sharing
Considerations
Recommendations
26
Some of the many practical considerations
What is the trainer and lecturer expertise & availability?
To what extent can training be adapted to the local context?
How do you work with the skills & needs of heterogeneous groups?
How can you achieve, evaluate & document long-term training gains?
Recommendations
Analyse needs
Provide just-in-time training
Allow time to consolidate learning
Create authentic materials & activities
Get trainees to take ownership of their learning
Take attitudes & emotions into account
Avoid ‘remedial’ approach: build confidence
Embed in a larger professional development training programme
Dafouz Milne, E. (2021). Repositioning English-Medium Instruction in a Broader International Agenda: Insights
from a Survey on Teacher Professional Development. Alicante Journal of English Studies, 34, 15-38.
doi.org/10.14198/raei.2021.34.08
Dafouz, E., Haines, K., & Paze, 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. (2021). Lecturer training for English Medium Instruction: what and how? In B. D. Bond, A. & M.
Evans (Ed.), Innovation, exploration and transformation. Proceedings of the 2019 BALEAP Conference. Reading:
Garnet.
Gustafsson, H. (2020). Capturing EMI teachers’ linguistic needs: a usage-based perspective. International
Journal of Bilingual Education and Bilingualism, 23(9), 1071-1082.
Haines, K. (2017). Purposeful interaction and the professional development of content teachers: observations
of small-group teaching and learning in the international classroom. In J. Valcke & R. Wilkinson (Eds.),
Integrating content and language in higher education: perspectives on professional practice (pp. 39-58).
Frankfurt am Main: Peter Lang.
Inbar-Lourie, O., & Donitsa-Schmidt, S. (2020). EMI Lecturers in international universities: is a native/non-
native English-speaking background relevant? International Journal of Bilingual Education and Bilingualism,
23(3), 301-313.
Nieto Moreno de Diezmas, E., & Fernández Barrera, A. (2021). Main challenges of EMI at the UCLM: teachers’
perceptions on language proficiency, training and incentives. Alicante Journal of English Studies, 34, 39-61.
Pagèze, J., & Lasagabaster, D. (2017). Teacher development for teaching and learning in English in a French
higher education context. Critical issues in English-medium instruction at university. LAnalisi linguistica e
letteraria. Supplement, 289-310.
katrien.deroey@uni.lu
https://www.researchgate.net/profile/Katrien-Deroey
ResearchGate has not been able to resolve any citations for this publication.
Article
In the past decades, and as a result of the internationalisation processes experienced by higher education across the world, English-medium education (EME) has gained momentum in universities where well-established national and/or local languages had traditionally been the means of instruction. While this phenomenon is growing at a fast pace, professional support for the lecturers engaged is very often scarce and unsystematic. Against this backdrop, the EU project known as EQUiiP (Educational Quality at Universities for Inclusive International Programmes) takes as point of departure the support of a specific set of agents – educational developers (EDs) – who, although essential in the design and implementation of internationalised programmes, has attracted scarce research attention. Drawing conceptually on the ROAD-MAPPING framework (Dafouz, E., and U. Smit. [2016]. “Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings.” Applied Linguistics 37 (3): 397–415) and with the help of data from a baseline survey gathered by EQUiiP, this paper explores the roles, beliefs and practices of EDs in these concrete internationalised programmes. Our findings reveal great differences in these agents’ backgrounds and areas of expertise as well as different perspectives on the roles of language(s), and more particularly English, in the process of internationalising higher education.
Lecturer training for English Medium Instruction: what and how?
  • K L B Deroey
• Deroey, K. L. B. (2021). Lecturer training for English Medium Instruction: what and how? In B. D. Bond, A. & M. Evans (Ed.), Innovation, exploration and transformation. Proceedings of the 2019 BALEAP Conference. Reading: Garnet.
Purposeful interaction and the professional development of content teachers: observations of small-group teaching and learning in the international classroom
  • K Haines
• Haines, K. (2017). Purposeful interaction and the professional development of content teachers: observations of small-group teaching and learning in the international classroom. In J. Valcke & R. Wilkinson (Eds.), Integrating content and language in higher education: perspectives on professional practice (pp. 39-58). Frankfurt am Main: Peter Lang.