The profiles of English medium instruction teachers in higher education

Macaro, Ernesto; Şahan, Kari; Rose, Heath

doi:10.1111/ijal.12344

Cited by 22 publications

(13 citation statements)

References 22 publications

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“…By examining many research papers in journals, we have ascertained that most author/researchers in the EMI field are language specialists. Yet, from other research carried out on the profiles of EMI teachers (Macaro et al, 2021), we know that EMI teachers are more likely to fall into the 'policy-led' EMI subjects I alluded to above. In other words, they are teaching subjects which have little to do (in direct manner) with the English languageyet they are teaching in English.…”

Section: Example 3 (International Relations)mentioning

confidence: 99%

English Medium Instruction: What do we know so far and what do we still need to find out?

Macaro

2022

Lang. Teach.

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English Medium Instruction (EMI), as a phenomenon occurring in the non-Anglophone world, has been matched by a growth in research output on the topic and is now an important and established field of study. A great deal of research attention has been devoted to attitudes held by the key stakeholders in this form of education: teachers, students, and policy makers. Yet, there are many other important questions that remain unanswered, the most important of which are: What are the outcomes of this form of instruction? What is the social and economic impact of EMI? How can EMI teachers improve their teaching? And how can learners help themselves to improve their learning?

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Section: Example 3 (International Relations)mentioning

confidence: 99%

English Medium Instruction: What do we know so far and what do we still need to find out?

Macaro

2022

Lang. Teach.

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“…For example, many studies focused on the impact of codeswitching, translanguaging, and bi/multilingual pedagogies on students' learning and satisfaction [7,10,[44][45][46]. Studies have also provided compelling evidence regarding the multidimensionality of EMI, as seen through different kinds of assessment approaches [28], differences between content-driven and language-driven EMI [28], and lecturers' profiles, backgrounds, needs, and teaching styles [27,39,47,48].…”

Section: Learner-centred Pedagogy In He and Emimentioning

confidence: 99%

“…Perceived obstacles to the implementation of learner-centred pedagogy vary between countries, institutions, disciplines, and teacher and student bodies. For instance, while some studies explained EMI's 'dynamism and context dependency' by reference to institutional factors [29,89], other studies associated it with differences in lecturer profiles (e.g., age, experience, English proficiency, subjects taught, country of residence) and, crucially, access to faculty development and EMI certification [47]. EMI's context-dependency is reflected especially vividly in the differences among student experiences and perceived challenges across classrooms in different countries and jurisdictions [40,49,50,55,78,96,101].…”

Section: Context-dependencymentioning

confidence: 99%

Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy

Ismailov

Chiu

Dearden³

et al. 2021

Sustainability

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As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform policy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.

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“…In the same vein, Freeman (2017) contends that how EMI teachers' classroom language proficiency is described connects to the multi-dimensions of their teaching. The vague concept of "language proficiency" in the EMI context calls for a better understanding of the types of proficiency needed for EMI teachers' effective teaching (Macaro et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

Wang

2021

Front. Psychol.

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This article examines the relationship between English medium instruction (EMI) teachers' classroom English proficiency and their teaching self-efficacy. The literature review highlights the difference between general language proficiency and classroom language proficiency by focusing on the EMI teachers' language of instruction and their language of interaction. Self-reported data were obtained using two measuring scales from 188 EMI teachers from a Chinese public university. The Pearson correlational analysis indicated that there was a strong positive relationship between the EMI teachers' classroom English proficiency and their teaching self-efficacy. Among the four constructs of the Classroom English Proficiency Scale, both language of instruction and language of interaction have a higher correlation with teaching self-efficacy than grammar or pronunciation. The linear regression analysis suggests that language of instruction has a significant contribution to the variance of teaching self-efficacy. The findings reveal the need to prioritize the strategic training of language of instruction skills to EMI teachers who are not so proficient in English. Arguably, this helps to foster the achievement and maintenance of higher teacher self-efficacy.

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The profiles of English medium instruction teachers in higher education

Cited by 22 publications

References 22 publications

English Medium Instruction: What do we know so far and what do we still need to find out?

English Medium Instruction: What do we know so far and what do we still need to find out?

Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

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