Language education in higher education has been significantly impacted by COVID-19, and this has placed significant pressure on practitioners around the world irrespective of their respective experience prior to the pandemic. Teachers are now expected to deliver classes utilising new mediums whilst learning how to use different technologies. This can place a significant strain on individuals, institutions, and education sectors as everyone is expected to become proficient in a new normal working environment. In light of this, this chapter considers the in-service professional development needs and experiences of 88 language teachers at a Sino foreign university in Mainland China. The aim is that the insights provided here will help education providers better understand the challenges that their staff may be facing and consider ways in which teacher learning can be addressed. This chapter should be of interest to educators, managers, leaders, and policymakers in a wide range of international settings.

This chapter considers EAP language teachers' perceptions of the working reality English educators are faced with during the 2021-2022 academic year. It draws on experiences at a specific case study institution, namely a Sino-British one based in China. Adopting a qualitative study design and interviewing eight practitioners, the results from semi-structured interviews suggest that for EAP teachers in a time of technology-enhanced learning that a transition has occurred from pre-pandemic to today, a time in which the challenges of the pre-COVID-19 era now reside alongside the difficulties that the pandemic has presented. Some of these are global issues, such as how to integrate technology best and deal with new teaching norms and disruptions, while others may be more localised on a national and institutional level and include working around growing student numbers and expatriate departures which taken together can stretch resources. That said, technology, increased autonomy, and enhanced staff motivation (in some cases) are also positives that have been derived in some instances.

This chapter considers how practitioners at a Sino-British institution have developed English language learning pathways and courses for students enrolled on industry-themed programmes to support a new syntegrative educational model. The chapter considers some of the challenges these educators have faced, not only because of the need to create offerings from the ground up, but also because of the difficulties COVID-19 and broader institutional provisional evolutions have presented. With this in mind, how the staff overcame the challenges they faced in responding to the foundation year developments, creating year two modules and business courses, whilst also providing ongoing continuing language and study skills support for students, along with administrative support, will be presented in the form of solutions and recommendations. It is hoped that others can learn from these experiences and reflections.

Multi-disciplinary teaching and learning is an emerging innovative educational form which harbours significant promise in terms of improving students' study experiences and practitioner's pedagogic practice in an era of higher education massification typified in many places by increased numbers of L2 subject language learners. Drawing on some examples from four Joint Delivery modules which are currently offered at Xi'an Jiao Tong-Liverpool University (XJTLU) this paper provides a reflective and thought provoking discussion on the form, format and pedagogy currently underpinning some of the multidisciplinary teaching and learning experiences offered at this internationally emerging institution and proposes suggestions for good practice in terms of taking them forward in future years. These five credit modules offered in semester two of undergraduate students first year at Xi'an Jiao Tong-Liverpool University are supported by university' staff from the School of Film and Television Arts, the departments of English, Culture and Communication (ECC) and Urban Planning and Design (UPD), as well as the Language Centre (LC). Now into their fifth year, the modules have also undergone some reasonably substantial developments in terms of the syllabus, delivery pattern, content, learning space and staffing. In addition, ICT has also played a much greater role with the advancement of time. This paper will therefore highlight some of the evolutionary changes designed to enhance student learning whilst also illustrating how the courses are increasingly innovative.

The purpose of this chapter is to introduce readers to some of the ideas behind why professional development is essential for best quality provision in EMI higher education EAP courses. The chapter begins by discussing higher education, EAP, and professional development before focusing on the role professional development plays in ensuring EAP courses are as well designed and delivered as possible. It also goes on to consider some of the challenges education providers face in ensuring that high quality PD is available to EAP teachers before considering ways in which it can be provided even when circumstances are taxing.