NAVIGATING THE EMI TRANSITION EXPLORING THE PROFESSIONAL NEEDS OF TEACHERS IN HIGHER EDUCATION
Бочна страна чланка
Главни садржај чланка
Сажетак
In order to provide high quality courses in English as a medium of instruction (EMI) university settings, teachers need to be equipped with competences which enable smooth lecturing aligned with contemporary teaching approaches. However, insufficient attention has been given to teachers’ preparation for EMI contexts. This study examines content area lecturers’ understanding of EMI teaching and explores their strengths and weaknesses in terms of linguistic, pedagogical, and intercultural competences. The aim is to obtain guidance for devising professional support programmes. The sample consisted of social sciences teachers with little or no EMI experience who completed a questionnaire and participated in an interview. Data analysis employed descriptive statistics and content analysis. The results indicate the teachers’ overall recognition of the importance of professional development, with most focus placed on the need to enhance English for academic purposes and classroom management skills. While the findings provide some insight into the training needs of future EMI practitioners, further research with a larger and more diverse sample would deliver more generally applicable results.
Downloads
Детаљи чланка
Референце
Airey, J. (2011). Talking About Teaching in English: Swedish University Lecturers’ Experiences of Changing Teaching Language. Ibérica: Revista de la Asociación Europea de Lenguas Para Fines Específicos 22: 35–54
Aguilar, M., Rodríguez, R. (2012). Implementing CLIL at a Spanish University. Lecturer and Student Perceptions. The International Journal of Bilingual Education and Bilingualism 15: 183–197.
Alhassan, A. (2021). Challenges and Professional Development Needs of EMI Lecturers in Omani Higher Education. SAGE Open 11(4): 1–12.
Banks, M. (2018). Exploring EMI Lecturers’ Attitudes and Needs, in LSP in Multidisciplinary contexts of Teaching and Research. Papers from the 16th International AELFE Conference, ed. A. Curadovol (EPiC Series in
Language and Linguistics): 19–26.
Beltrán-Palanques, V. (2021). EMI Lecturers’ Training Needs: Towards the Construction of a Measurement Instrument. Alicante Journal of English Studies / Revista Alicantina De Estudios Ingleses 34: 63–82.
Bendazzoli, C., Crielesi, S., Dimova, S., Drljača Margić, B., Irun, M., Kling, J., Larsen, S., McAllister-Wylie, D., Meštrović-Štajduher, I., Molino, A., Pulcini, V., Rubio, X. M., Solly, M., Vodopija-Krstanović, I. (2020). EMI
Handbook: Tertiary Level Teachers’ Handbook Developed by Erasmus+TAEC Project. Copenhagen: University of Copenhagen.
Briggs, J. G., Dearden, J., Macaro, E. (2018). English Medium Instruction: Comparing Teacher Beliefs in Secondary and Tertiary Education. Studies in Second Language Learning and Teaching 8(3): 673–696.
Broggini, S., Costa, F. (2017). A Survey of English-Medium Instruction in Italian Higher Education: An Updated Perspective from 2011 to 2015. Journal of Immersion and Content Based Language Education 5(2): 238–264.
Council of Europe (2020). The Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Strasbourg: Council of Europe Publishing.
Dafouz, E. (2014). Integrating Content and Language in European Higher Education: An Overview of Recurrent Research Concerns and Pending Issues, in Cross-Curricular Approaches to Language Education, ed. A. Psaltou-Joycey, E. Agathopoulou & M. Mattheoudakis (Cambridge, UK: Cambridge Scholars): 289–304
Dang, T. K. A., Bonar, G., Yao, J. (2023) Professional Learning for Educators Teaching in English-Medium-Instruction in Higher Education: A Systematic Review. Teaching in Higher Education 28(4): 840–858.
Dearden, J. (2014). English as a Medium of Instruction – a Growing Global Phenomenon. British Council. Accessed on 7 June 2025. URL: <https://www.britishcouncil.es/sites/default/files/british_council_english_a
s_a_medium_of_instruction.pdf>.
Dearden, J. (2018). The Changing Roles of EMI Academics and English Language Specialists, in Key Issues in English for Specific Purposes in Higher Education. English Language Education, ed. Y. Kırkgöz & K. Dikilitaş
(Cham: Springer): 323–338.
Doiz, A., Lasagabaster, D. (2018). Teachers’ and Students’ L2 Motivational Self-System in English-Medium Instruction: A Qualitative Approach. TESOL Quarterly 52(3): 657–679.
Dressen-Hammouda, D. (2008). Aligning EAP Writing Pedagogies across European Universities. A Case Study from France, in ESP in Higher European Education: Integrating Language and Content. AILA Series, ed.
I. Fortanet-Gómez & Ch. Räisänen (Amsterdam: John Benjamins): 75–96.
Drljača Margić, B., Vodopija-Krstanović, I. (2018). Language Development for English-Medium Instruction: Teachers’ Perceptions, Reflections and Learning. Journal of English for Academic Purposes 35: 31–41.
Đorđević, J., Blagojević, S. (2019). University Teachers’ Attitudes towards the Implementation of English as a Medium of Instruction in Serbian Higher Education. Nasleđe 44: 153–166.
Fondacija TEMPUS. (n.d.). English as a Medium of Instruction (EMI): Project Dedicated to Teacher Training for Teaching in English at the Largest State Universities in Serbia. Accessed on 7 June 2025. URL: <https://tempus.ac.rs/english-as-a-medium-of-instruction-emiprojectdedicated-to-teacher-training-for-teaching-in-english-at-the-largest-stateuniversities-in-serbia/>.
Fortanet-Gómez, I. (2012). Academics’ Beliefs about Language Use and Proficiency in Spanish Multilingual Higher Education. AILA 25: 48–63.
Fortanet-Gómez, I. (2020). The Dimensions of EMI in the International Classroom: Training Teachers for the Future University, in Teacher Training for English-Medium Instruction in Higher Education, ed. M. del Mar Sánchez-Pérez (Hershey, PA: IGI Global): 1–20.
Huang, W., Fang, F. (2023). Intercultural Competence Development in EMI Programs in China, in English-Medium Instruction Pedagogies in Multilingual Universities in Asia, ed. F. Fang & P. K. Sah (London:
Routledge): 90–110.
Lasagabaster, D. (2018). Fostering Team Teaching: Mapping out a Research Agenda for English Medium Instruction at University Level. Language Teaching 51(3): 400–416.
Lasagabaster, D. (2021). EMI in Spain, in The Englishization of Higher Education in Europe, ed. R. Wilkinson & R. Gabriëls (Amsterdam: Amsterdam University Press): 77–96.
Macaro, E. (2018). English Medium Instruction: Language and Content in Policy and Practice. Oxford: Oxford University Press.
Macaro, E., Curle, S., Pun, J., An, J., Dearden, J. (2018). A Systematic Review of English Medium Instruction in Higher Education. Language Teaching 51(1): 36–76.
Macaro, E., Han, Sh., Akincioglu, M. (2019). English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification. International Journal of Applied Linguistics 30(1): 1–29.
Mancho-Barés, G., Arnó-Macià, E. (2017). EMI Lecturer Training Programmes and Academic Literacies: A Critical Insight from ESP. ESP Today 5(2): 266–290.
Méndez-García, M. C., Luque-Agulló, G. (2020). Researching English as a Medium of Instruction in University Lecturers’ Teaching Methodology: A Proposal for In-Service Training, in Teacher Training for English-Medium
Instruction in Higher Education, ed. M.d.M. Sánchez-Pérez (Hershey, PA: IGI Global): 205–231.
Mišić Ilić, B., Đorđević, J. (2022). ESP and Internationalization of Higher Education and Research. Folia Linguistica et Litteraria 42: 13–31.
Mišić Ilić, B., Đorđević, J., Tatar, N. (2021). Teaching and Academic Writing in English (TAWE) course. Niš: Project TeComp.
O’Dowd, R. (2018). The Training and Accreditation of Teachers for English Medium Instruction: an Overview of Practice in European Universities. International Journal of Bilingual Education and Bilingualism 21(5): 553–563.
Piquer-Píriz, A., Castellano-Risco, I. (2021). Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence. Alicante Journal of English Studies 34: 83–105.
Popović, M., Vagić, M., Kuzmanović, M., Anđelković Labrović, J. (2016). Understanding Heterogeneity of Students’ Preferences towards English Medium Instruction: A Conjoint Analysis Approach. Yugoslav Journal of
Operations Research 26(1): 91–102.
Radić-Bojanić, B. (2025). English as a medium of instruction as part of the internationalization strategy at the University of Novi Sad. Current Issues in Language Planning: 26 (5): 706–723. https://doi.org/10.1080/14664208.2024.2405759
Rivera-Trigueros, I., Sánchez-Pérez, M. D. (2020). Classcraft as a Resource to Implement Gamification in English-Medium Instruction, in Teacher Training for English-Medium Instruction in Higher Education, ed. M.d.M. Sánchez-Pérez (Hershey, PA: IGI Global): 356–371.
Rubio-Alcalá, F. D., Mallorquín, S. (2020). Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs, in Teacher Training for English-Medium Instruction in Higher Education, ed. M.d.M. Sánchez-Pérez (Hershey, PA: IGI Global): 41–61.
Shohamy, E. (2012). A Critical Perspective on the Use of English as a Medium of Instruction at Universities. English-Medium Instruction at Universities: Global challenges: 196–210.
Vidaković, M. (2023). Learning English for Specific Purposes via Moodle in Emergency Situations: The Students’ Perspective. Zbornik radova Filozofskog fakulteta u Prištini 53(4): 35–55.
Wang, K., Yuan, R., De Costa, P. I. (2025). A Critical Review of English Medium Instruction (EMI) Teacher Development in Higher Education: From 2018 to 2022. Language Teaching: 1–32.
Wilkinson, R. (2013). English-Medium Instruction at a Dutch University: Challenges and Pitfalls, in English-Medium Instruction at Universities. Global Challenges, ed. A. Doiz, D. Lasagabaster, J. M. Sierra (Bristol:
Multilingual Matters): 3–26. Yuan, R. (2023). Promoting EMI Teacher Development in EFL Higher Education
Contexts: What can Language Specialist Do and Become. RELC Journal 54(1): 267–279.
Zayas Martínez, F., Estrada Chichón, J. L. (2020). EMI at Tertiary Level in Spain. Perspectives from Lecturers at a Medium-Sized State University, in Teacher Training for English-Medium Instruction in Higher Education, ed.
M.d.M. Sánchez-Pérez (Hershey, PA: IGI Global): 232–256.