Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs

Fenton-Smith, Ben; Stillwell, Christopher; Dupuy, R.

doi:10.1007/978-3-319-51976-0_11

Cited by 16 publications

(21 citation statements)

References 10 publications

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“…This not only enhances EMI teachers' actual levels of competency but also their self-efficacy beliefs that are based on their perceived competencies, leading to further investment in teaching in EMI [18]. Although EMI programs are provided around the world [17,[19][20][21][22], the number of EMI teachers who have received training is limited [22]. An international survey revealed that 61.4% of the respondents (EMI teachers) had not taken part in any pre-or in-service training in EMI [16] (p. 149).…”

Section: Literature Reviewmentioning

confidence: 99%

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Uehara

Kojima

2021

Education Sciences

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This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.

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Section: Literature Reviewmentioning

confidence: 99%

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Uehara

Kojima

2021

Education Sciences

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“…Stakeholders engaging with the education sector generally reflect supportive attitudes towards EMI instruction, as it could bring potential benefits not only to students but also to educational institutions [8][9][10][11]. For example, students' linguistic and professional skills, which are necessary for their future employment, can be improved through massive exposure to L2 [9].…”

Section: Introductionmentioning

confidence: 99%

Student challenges and learning strategies at Hong Kong EMI universities

Pun

Jin

2021

PLoS ONE

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The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

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“…In addition, English for Specific and Academic Purposes (ESP and EAP) practitioners have been called on to support EMI lecturer professional development, for example, as trainers (e.g., Mancho-Barés and Arnó-Macià 2017;Morell 2018Morell , 2020 or in terms of team teaching (e.g., Lasagabaster 2018). In addition, several HE institutions have started developing EMI training programmes to provide lecturers with appropriate tools to communicate more effectively in the classroom (e.g., Fortanet-Gómez 2013Fenton-Smith et al 2017;Dafouz 2018;Yuan 2019;Morell 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, the author suggests that coaching would be beneficial for novice lecturers as well as lecturers' participation in exchange programmes. The importance of teaching methodology in EMI training courses is also emphasised by Fenton-Smith et al (2017), who also argue for addressing interactional competence, different ways of providing students with support (e.g., scaffolding, multimodal resources, and translanguaging), and giving attention to students with diverse abilities and backgrounds. Drawing also on research outcomes, Beaumont (2020) suggests that EMI training should centre on the provision of pedagogical support (e.g., techniques for delivery of content) and language support (e.g., classroom discourse).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus, to lecture successfully in EMI contexts, it is important to provide lecturers with specific training. Against this backdrop, the present study addresses EMI lecturers' training needs, a relatively unexplored aspect (Fenton-Smith et al 2017;Beaumont 2020). This study reports on the adequacy of a survey to explore lecturers' EMI training needs and on the preliminary results derived from its administration to a group of EMI lecturers at a Spanish university.…”

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confidence: 99%

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EMI Lecturers’ Training Needs: Towards the Construction of a Measurement Instrument

Beltrán-Palanques

2021

RAEI

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English-medium instruction (EMI) is a relatively new phenomenon that has come to the fore in most higher education institutions (Dafouz and Smit 2019). It is spreading in an unprecedented manner and increasingly gaining ground globally. At the micro-level, lecturers are key stakeholders since they are the driving force in implementing EMI in the classroom. EMI lecturing involves more than delivering content through English; it is a complex process that requires pedagogical and methodological attention (Cots 2013; Fortanet-Gómez 2013; Morell 2018). Thus, to lecture successfully in EMI contexts, it is important to provide lecturers with specific training. Against this backdrop, the present study addresses EMI lecturers’ training needs, a relatively unexplored aspect (Fenton-Smith et al. 2017; Macaro 2018; Beaumont 2020). This study reports on the adequacy of a survey to explore lecturers’ EMI training needs and on the preliminary results derived from its administration to a group of EMI lecturers at a Spanish university. Findings revealed the suitability of the survey items to identify EMI lecturers’ training needs. Specifically, the findings indicated that, in general, EMI training courses should deal mainly with communication and language use, and pedagogy.

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Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs

Cited by 16 publications

References 10 publications

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

Student challenges and learning strategies at Hong Kong EMI universities

EMI Lecturers’ Training Needs: Towards the Construction of a Measurement Instrument

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