Professional Development For Emi Faculty In Mexico

Despite Mexico’s implementation of a bilingual model in its tertiary education programmes, this book is the first contribution to knowledge regarding EMI in Mexico. The author introduces readers to the Mexican higher education context before providing detailed information regarding the technological and polytechnic subsystem, where EMI has been implemented since 2012. The volume details a pilot and case study conducted in Mexican universities as well as the research findings and conclusions. It closes with recommendations, as well as suggestions for further research. The book explores the implications for the continuous professional development and training for lecturers in the current shift to EMI in Bilingual, International, and Sustainable (BIS) universities. This volume will be of particular interest to researchers in EMI and bilingualism.

This edited volume presents eleven empirical papers reporting the existing literature and the results of an original study focusing on EMI (English as a medium of instruction) in a particular area (Central and Eastern Europe, Western and Southern Europe, Nordic/Baltic countries, Central Asia, the Middle East, East Asia, South-East Asia, North Africa, Sub-Saharan Africa, South Asia, and Latin America). Each of these different areas tends to have its own ways of dealing with the EMI issue, and these are brought together in a meta-analysis in the final chapter. Implications for the conduct of English as a medium of instruction are drawn, both on a chapter-by-chapter basis and also in the meta-analysis. The examination of EMI on a contextual basis is a unique feature of this book, setting it apart from others in the field, which almost all deal with a single or limited context. The volume will be of interest to policymakers, institutional heads, graduate students and their teachers, and to thesis writers and researchers.

Examining English medium instruction (EMI) through a corpus-based approach, this volume offers a critical inquiry into the use of different linguistic and pedagogical strategies in the EMI classroom. It explores aspects of content lecturers’ language use, pedagogy, and intercultural communicative competence by drawing on the findings obtained from EMI lecture corpus analysis and post-observation interviews with EMI lecturers from five universities in Croatia, Denmark, Italy, the Netherlands, and Spain. The book also offers insights into lecturers’ engagement with students in English, which is their second language, as well as their perception of differences between EMI and first-language-medium instruction (L1MI). Finally, the volume provides readers with corpus-based analysis of teachers’ oral ability profiles, as a basis for the identification of communicational challenges and provision of language support. The book will be of interest to scholars interested in EMI in higher education, and postgraduate students in applied linguistics and TESOL programs. It will also be relevant to teachers who are involved in EMI provision, teacher trainers who design support programs for EMI teachers, and policymakers who establish language-in-education policies for EMI.

There is a growing body of research on English-medium Instruction (EMI) in Asian contexts, and much of this research points out difficulties experienced by stakeholders. This volume takes up the issue of support for EMI, which is, and which can be, offered to students outside of the classroom in order to help them succeed academically in an EMI environment. Dr Ruegg’s book demonstrates the effectiveness of such support in the Japanese context. It begins by examining the support currently available for students in English-medium full degree programmes then goes on to examine one successful support service in more detail in order to determine the kinds of effects that can be achieved by establishing such a centre. The research reported in this book was conducted in Japan, but the findings will apply in other locations, especially in other Asian countries. The information provided in the book is expected to inform institutions who are looking to either establish an English-medium degree programme or improve on an existing programme by sharing information about the practices of other institutions.

With the exponential growth of English-Medium Instruction (EMI) provision in higher education, which is rapidly outpacing empirical research, this book outlines approaches to EMI in a range of regional contexts to exemplify different interpretations of implementing EMI policy in higher education. The book provides an in-depth understanding of evolving interpretations, challenges and current policies on a global level, through the exploration of case studies from Armenia, Austria, Azerbaijan, Bangladesh, Brazil, China, Colombia, Denmark, Estonia, Ethiopia, Georgia, Hong Kong, Italy, Japan, Kuwait, Mexico, Nepal, the Netherlands, Poland, South Africa, Tunisia, Turkey and Vietnam. The case studies, which outline how EMI policy is implemented, are presented in three sections, at the national, institutional and classroom levels (macro, meso, and micro), using a variety of research tools, including policy analysis, stakeholders' conceptualisations of EMI, observations of EMI in practice and context analysis

English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects. This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.

This book explores Japanese students’ learning experiences and challenges in English medium instruction (EMI) from motivational perspectives. Using self-determination theory (SDT) as the framework, the first part reveals a lack of the three psychological needs of SDT (autonomy, competence, relatedness) that cause loss of students’ initial interest in learning English language and content. The author outlines pedagogical interventions that can be implemented in order to make the learning environment better. The second half of the book shows the effects these interventions had on the fulfillment of the three psychological needs, especially perceived relatedness and autonomy. In conclusion, the author focuses on the importance of listening to Japanese students’ voices and building a community that can motivate students, thus maximizing the pedagogical effectiveness of EMI. This volume will be useful to anyone involved in motivation, language learning or EMI research, pedagogy or practice.

This book addresses heated issues in Integrated Content and Language in Higher Education (ICLHE) teacher training with specific emphasis on case studies that will contribute to inform future ICLHE teacher training research and practice. One of the most significant phenomena concerning language in higher education in modern time has been the rise of content subjects taught in an additional language, English being the chosen language in most of the cases. The implementation and teaching of Integrated Content and Language in Higher Education (ICLHE) or English as Medium of Instruction (EMI) is a multifaceted, dynamic process that cannot be considered in isolation. Indeed, there are a multitude of interrelated factors that pivot on situating the learner in the centre of the learning process and which directly shape ICLHE teacher training. This is why training lecturers to teach learners in an additional language in Higher Education has been considered a challenge for the profession as numerous publications demonstrate. This book brings together the innovative work of different researchers around the world on how universities, researchers and practitioners are facing and developing Integrating Content and Language in Higher Education (ICHLE) teacher training. All in all, the different contributions reflect different issues that play a fundamental role in the design of effective ICLHE professional development and provide data and reflections that will hopefully contribute to inform future ICLHE teacher training programmes. Teacher Professional Development for the Integration of Content and Language in Higher Education will be an important resource for academics, researchers, and advanced students of Education and Teacher Training Research and Practice. The chapters included in this book were originally published as a special issue of Innovation in Language Learning and Teaching.