What is the novelty of English medium instruction training for lecturer?
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Novelty of English Medium Instruction Training for Lecturers
Introduction to English Medium Instruction (EMI) Training
English Medium Instruction (EMI) is increasingly being adopted in higher education institutions worldwide as part of the broader trend towards internationalization. This shift necessitates specialized training programs for lecturers to effectively teach in English, especially in non-native English-speaking contexts. The novelty of these training programs lies in their multifaceted approach, addressing not only linguistic proficiency but also pedagogical strategies, technological integration, and the ideological and identity-related challenges faced by lecturers.
Linguistic and Pedagogical Training
Enhancing Linguistic Proficiency
A primary focus of EMI training programs is to improve lecturers' English language skills. This includes enhancing accuracy, fluency, and pronunciation, which are critical for effective communication in an academic setting. However, experienced EMI lecturers often emphasize the importance of pedagogical training over linguistic competence, suggesting that while language skills are essential, the ability to teach effectively in English is paramount.
Pedagogical Strategies and Collaborative Teaching
Pedagogical training in EMI programs often includes strategies for engaging students, managing multilingual classrooms, and integrating content and language learning. For instance, the Prof-teaching program at the University of Alicante highlights the importance of collaborative efforts among university units and the inclusion of mentoring schemes with experienced EMI lecturers. Additionally, team teaching, where language and content teachers collaborate, has been shown to improve student learning outcomes and provide a motivational boost for lecturers.
Addressing Ideological and Identity Challenges
Ideological Forces and Identity Issues
EMI training programs are also beginning to address the ideological and identity-related challenges that lecturers face. For example, lecturers at a Spanish public university reported that EMI enhanced their linguistic and social capital, contributing to a more international professional identity. However, they also expressed concerns about the coexistence of English and their native language, emphasizing the need to provide students with disciplinary literacy in both languages.
Self-Positioning and Professional Identity
STEM lecturers often resist the notion of positioning themselves as English language teachers, despite the overlap between EMI and language teaching. This resistance highlights the need for EMI training programs to consider lecturers' professional identities and provide support that aligns with their self-perception and teaching goals.
Technological Integration and Online Training
Digital and Remote Learning
The digitization of education has led to the development of online EMI training courses, which offer flexible and accessible learning opportunities for lecturers. These courses often include collaborative learning activities and provide support for technology-enhanced teaching, which is particularly important in remote teaching models. The integration of technology in EMI training helps lecturers overcome psychological, methodological, and linguistic challenges, ensuring they are well-prepared to teach international students effectively.
Continuous Professional Development
Ongoing professional development is crucial for the success of EMI programs. Regular needs analysis and quality evaluations help institutions tailor their training programs to meet the evolving needs of their lecturers. For example, the University of Alicante's Prof-teaching program conducts periodic assessments to ensure its modules remain relevant and effective.
Conclusion
The novelty of EMI training for lecturers lies in its comprehensive approach, which goes beyond improving English language proficiency to include pedagogical strategies, technological integration, and addressing ideological and identity-related challenges. By providing holistic support, these programs help lecturers navigate the complexities of teaching in English, ultimately contributing to the internationalization of higher education.
Sources and full results
Most relevant research papers on this topic
English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work
Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach
Facing innovation: preparing lecturers for English-medium instruction in a non-native context
An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China
On-line Course in English Medium Instruction for Academic Staff
Supporting non-native university lecturers with English-medium instruction
Implementing English-medium instruction
Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level
English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers
Lecturers' Experiences with English-Medium Instruction in a State University in Turkey: Practices and Challenges.
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