At the Crossroads of <scp>TESOL</scp> and English Medium Instruction

Pecorari, Diane; Malmström, Hans

doi:10.1002/tesq.470

Cited by 119 publications

(52 citation statements)

References 54 publications

(72 reference statements)

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“…Murata 2019) and special journal issues (e.g. Pecorari and Malmström 2018). An expanding phenomenon, EMI is still being defined and re-defined as an object of study.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the ‘E’ in EMI: students’ perceptions of standard English, lingua franca and translingual practices

Kuteeva

2019

International Journal of Bilingual Education and Bilingualism

104

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Conceptualizations of English as standard, as a lingua franca, or as part of translingual practice form part of the discourses surrounding its use in EMI. While researchers generally agree that the 'E' in EMI should not stand for native varieties of standard English, the stakeholders' perceptions of English call for further research. This paper addresses this gap by examining students' conceptualizations of English in an EMI programme at a Swedish university. Drawing on interview data collected from local and international students, the analysis focuses on students' conceptualizations of English in connection to their positionings. The analysis shows that all three above-mentioned conceptualizations are present. The tensions in the students' conceptualizations of English and positionings point towards issues related to power relations, group dynamics, social integration, and learning. The analysis shows that translingual practices in EMI contexts are not always associated with empowering the students by allowing them to resort to their L1s to fill gaps in their English. Translanguaging can also function as a mechanism of exclusion and reinforcement of language standards by a group of 'elite' translinguals. The idea of what is acceptable English in EMI is not static and can move along the standardnon-standard continuum.

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“…Murata 2019) and special journal issues (e.g. Pecorari and Malmström 2018). An expanding phenomenon, EMI is still being defined and re-defined as an object of study.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the ‘E’ in EMI: students’ perceptions of standard English, lingua franca and translingual practices

Kuteeva

2019

International Journal of Bilingual Education and Bilingualism

104

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“…EMI instructors operating in such contexts should feel obliged to take advantage of these affordances in order to enhance learning and content mastery in their classes. However, to meet the broader goals of internationalization, EMI instructors must also be versed in fundamental aspects of second language learning and teaching (Pecorari & Malmström, 2018), as well as intercultural communication (Kim, 2009;Kramsch, 2011).…”

Section: Contextual Relativitymentioning

confidence: 99%

“…Planning for EMI programs involves stakeholders from multiple academic departments with diverse disciplinary traditions and may draw on in its execution perspectives from experts in fields as far ranging as international relations, political science, history, anthropology, linguistics, and education. Important goals for EMI teacher education, therefore, include raising awareness of the complexity of EMI implementation, In subsequent meetings, the complexity of EMI (i.e., challenges, relative advantages and disadvantages) was discussed with reference to issues raised in recent papers by notable EMI scholars (e.g., Kling, 2019;Macaro et al, 2018;Pecorari & Malmström, 2018). Two examples include threshold levels of English language proficiency needed for teaching EMI classes and the potential for 'domain loss' as a result of the increasing preference for research published in English (Shohamy, 2013;Toh, 2016) Taken together, the range of knowledge bases that might inform the implementation of EMI point to an exceptionally inter-or perhaps transdisciplinary enterprise (Douglas Fir Group, 2016).…”

Section: Interdisciplinarity and Emimentioning

confidence: 99%

Lessons Learned Piloting an EMI Support Course at a Southern Brazilian University

Pusey¹

2020

BELT

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While the literature on English as a medium of instruction (EMI) has seen steady growth over the last two decades, the topic of pre- and in-service teacher education for EMI has received relatively little attention—a situation that is even more marked within the context of Brazilian higher education. Responding to this gap with a practice-oriented contribution, this paper distills some of the major insights gained from piloting an EMI support course at a private university in the south of Brazil. The paper is organized around five themes, or ‘lessons learned,’ which represent the most salient takeaways from the piloting experience. These lessons intersect with some of the most pressing issues faced by researchers, practitioners, and policymakers involved with EMI in higher education contexts. By aligning theoretical and practical concerns, the paper seeks to establish an agenda for further investigation into EMI teacher education—especially within the Brazilian context.

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“…In Higher Education contexts, the teaching of content subjects through a second language has very often been equated to the use of English as the vehicular language for instruction. Pecorari and Malmström (2018) define the main features of EMI programmes emphasising the following: 1) for most participants in this type of setting, English is a second language (L2), 2) English is the language used for instructional purposes, 3) English itself is usually not a subject being taught and 4) language development is not a primary intended outcome. Macaro et al attribute the prominent role of English, rather than other second languages, at universities to "the status of English as a lingua franca in a more global world, heightened institutional competition, internationalization at home […] and faculty requirements to publish in highly ranked English-medium journals" (2019,105).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

Piquer-Píriz

Risco

2021

RAEI

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This paper reports the results of an analysis of English as a Medium Instruction (EMI) lecturers’ training needs at a Spanish state university. In order to carry out this analysis, participants were asked to complete a quantitative questionnaire and participate in a survey with open questions adapted from Pérez-Cañado 2020). Both analysis tools explored the lecturers’ needs in relation to specific areas: linguistic competence, methodology, materials and resources, continuing professional development training and their overall rating of the EMI programme. The results show that, on the one hand, EMI teachers feel that their linguistic competence is sufficient to conduct classes in English. On the other hand, participants seem less confident as far as their methodological competence is concerned and call for more specific ongoing training. These findings are mostly in consonance with the results of other studies carried out in similar contexts (Dafouz 2018; Macaro et al. 2019; Pérez-Cañado 2020; Coelho in preparation) but they also provide some new insights which should be taken into consideration in the design of specific training programmes for lecturers involved in EMI in Higher Education.

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At the Crossroads of TESOL and English Medium Instruction

Cited by 119 publications

References 54 publications

Revisiting the ‘E’ in EMI: students’ perceptions of standard English, lingua franca and translingual practices

Revisiting the ‘E’ in EMI: students’ perceptions of standard English, lingua franca and translingual practices

Lessons Learned Piloting an EMI Support Course at a Southern Brazilian University

Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

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