Professional Development for EMI: The Choice of a Blended Learning Format for Training EMI Lecturers at the University of Verona

Sharon Hartle

Abstract


The internationalization of higher education (IoIHE) has led to many changes in university teaching, including the introduction of English Medium Instruction (EMI). This refers to the complete or partial delivery of course contents in English in a context where it is not the first language of the institution. The aim behind such courses is twofold: firstly to create courses that are accessible for overseas students wishing to study abroad and secondly to meet the lifelong learning needs of local students, equipping them with the means to export their own expertise and have the specialized language and content skills to participate in a global community. The introduction of such courses in Italian institutions has not been unproblematic, and EMI has been considered to be a top-down imposition, but if EMI is to be effective, it should, in fact, be driven by motivated lecturers themselves who wish to cater for the needs of their students in a globalized world. Professional development for such lecturers is still lacking or implemented non-systematically at local levels. This article briefly examines the phenomenon of EMI against a backdrop of internationalization and then describes the findings of questionnaires on lecturer confidence and their influence on the course design and teaching approach to EMI lecturer training courses at the University of Verona. The curriculum design of these courses, originally introduced to meet the English language needs of lecturers, is based on an ongoing study, which has shown over the years that the original emphasis has shifted to an awareness of the need for a specific EMI methodology. The course participants have consistently expressed an interest in developing a blended learning approach with the integration of the face-to-face and the digital as a suitable teaching and learning framework.


Keywords


English medium instruction, Internationalization of Higher Education Institution, lecturer beliefs, EMI training course development, blended learning and digital tools

Full Text:

PDF

References


Agenzia nazionale di valutazione. Rapporto Biennale Sulla Stato Del Sistema Universitario e Della Ricerca 2018. 2018.

Canagarajah, Suresh. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press, 1999.

Carloni, Giovanna. “English-Taught Programs and Scaffolding in CLIL Settings. A Case Study.” La Didattica delle lingue nel nuovo millenio, le sfide dell’internazionalizzazione. Edited by Carmel Mary Coonan et al. Venice: Edizioni Ca’ Foscari, 2018. 483-97.

Clark, Caroline. “The Case of the Non-Native English Speaker in EMI.” La Didattica delle lingue nel nuovo millenio, le sfide dell’internazionalizzazione. Edited by Carmel Mary Coonan et al. Venice: Edizioni Ca’ Foscari, 2018. 563-76.

Costa, Francesca. “English Medium Instruction (EMI) Teacher Training Courses in Europe.” RiCOGNIZIONI 2.4 (2015): 127-136.

Costa, Francesca and James A. Coleman. “A Survey of English-Medium Instruction in Italian Higher Education.” International Journal of Bilingual Education and Bilingualism 16.1 (2013): 3-19.

Dafouz-Milne, Emma and María-del-Mar Camacho-Miñano. “Exploring the Impact of English-Medium Instruction on University Student Academic Achievement: The Case of Accounting.” English for Specific Purposes 44 (2016): 57-67.

Dafouz, Emma and Ute Smit. Road-Mapping English Medium Education in the Internationalised University. London: Palgrave Pivot, 2020.

Day, Jeremy and Pete Sharma. “How to Write for Digital Media.” eltteacher2writer at Smashwords 2014. https://www.smashwords.com/books/notPublished/503833. Last visited 25/09/2020.

de Wit, Hans, et al. “Internationalisation of Higher Education.” European Parliament Policy Department B: Structural and Cohesion Policies. Brussels: European Parliament, 2015.

Dearden, Julie. English as a Medium of Instruction: A Growing Global Phenomenon. London: British Council, 2014.

Dearden, Julie and Ernesto Macaro. “Higher Education Teachers’ Attitudes towards English Medium Instruction: A Three-Country Comparison.” Studies in Second Language Learning and Teaching 6.3 (2016): 455-86.

Doiz, Aintzane, David Lasagabaster and Víctor Pavón. “The Integration of Language and Content in English-Medium Instruction Courses: Lecturers’ Beliefs and Practices.” Iberica 38 (2019): 151-76.

Dörnyei, Zoltán. Research Methods in Applied Linguistics. Oxford: Oxford University Press, 2007.

Ennis, Michael and Gina Mikel Petrie. “A Response to Disparate/Desperate Circumstances.” Teaching English for Tourism: Bridging Research and Praxis. Edited by Michael Ennis and Gina Mikel Petrie. London: Routledge, 2020. 1-6.

Formentelli, Maicol. Managing Interpersonal Relations in Academic Lectures. Cambridge: Cambridge English Language Assessment, 2017.

Glaser, Barney and Anselm Strauss. Discovery of Grounded Theory: Strategies for Qualitative Research. London: Taylor & Francis, 1999.

Guarda, Marta and Francesca Helm. “A Survey of Lecturers’ Needs and Feedback on EMI Training.” Sharing Perspectives on English-Medium Instruction. Edited by Katherine Ackerley, Marta Guarda and Francesca Helm. Bern: Peter Lang, 2017. 167-94.

Helm, Francesca. “EMI, Internationalisation, and the Digital.” International Journal of Bilingual Education and Bilingualism 23.3 (2019): 314-325.

Hughes, Rebecca. “Internationalisation of Higher Education and Language Policy: Questions of Quality and Equity.” Journal of Higher Education Policy and Management 20 (2008): 1-18.

Hultgren, Anna Kristina. “English Language Use at the Internationalised Universities of Northern Europe: Is There a Correlation between Englishisation and World Rank?” Multilingua 33 (2014): 391-414.

Knight, Jane. Higher Education in Turmoil the Changing World of Internationalization. Rotterdam: Sense Publishers, 2008.

Lasagabaster, David. “Fostering Team Teaching: Mapping out a Research Agenda for English-Medium Instruction at University Level.” Language Teaching 51.3 (2018): 400-16.

Littlewood, William. “Methodology for Teaching ESP.” The Routledge Handbook of Language and Professional Communication. Edited by Vijay Bhatia, Stephen Bremner. London: Routledge, 2014. 287-303.

Long, Elizabeth. “Have We Got the Lecturing Lingo? Supporting Academic Teaching Staff Delivering Content through the Medium of English: A Case Study.” Research Notes 77 (2020): 20-28.

Macaro, Ernesto. “English Medium Instruction: Time to Start Asking Some Difficult Questions.” Modern English Teacher 24.2 (2015): 4-7.

McCarthy, Michael. “Blended Learning.” The Cambridge Guide to Blended Learning for Language Teaching. Edited by Michael McCarthy. Cambridge: Cambridge University Press, 2016. 1-3.

Mishan, Freda. “Reconceptualising Materials for the Blended Language Learning Environment.” The Cambridge Guide to Blended Learning for Language Teaching. Edited by Michael McCarthy. Cambridge: Cambridge University Press, 2016. 123-138.

MIUR. “Nota Del 20 Dicembre 1999 - Atti Ministeriali MIUR.” Atti Ministeriali, MIUR, 1999. http://attiministeriali.miur.it/anno-1999/dicembre/nota-20121999.aspx. Last visited 25/09/2020.

Molino, Alessandra and Sandra Campagna. “English-Mediated Instruction in Italian Universities: Conflicting Views.” Sociolinguistica 28.1 (2014): 155-171.

OECD. “Indicator C4: Who Studies Abroad and Where?” Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing, 2016. 328-45. http://dx.doi.org/10.187/eag-2016-en

OECD. Italy Participation and Outcomes of Vocational Education and Training Figure 1. Snapshot of Vocational Education. 2020. 1–13. http://www.oecd.org/education/education-at-a-glance/EAG2019_CN_ITA.pdf. Last visited 25/09/2020.

Philipson, Robert. Linguistic Imperialism Continued. London: Routledge, 2009.

Pierce, Joana, et al. “Challenges of Adapting English Medium Instruction into the Spanish University Curricula and Some Novel Solutions: TECHENGLISH.” Proceedings from the 9th International Technology, Education and Development Conference. Edited by Luis Gomez Chova et al. Madrid: IATED Academy, 2015. 6723-6728.

Pulcini, Virginia. “L’Inglese Veicolare. Opinioni a Confronto.” RiCOGNIZIONI 2.4 (2015): 111-121.

Romani-Dias, Marcello, et al. “Internationalization of Higher Education Institutions: The Underestimated Role of Faculty.” International Journal of Educational Management 33. 2 (2019): 300-316.

Salomone, Rosemary. “Italian Court Pushes Back on the Race towards English.” University World News 03 February 2018. https://www.universityworldnews.com/post.php?story=2018020304275939. Last visited 25/09/2020.

Scammell, Rosie. “Why Milan Uni’s English Switch Opened Minds.” The Local 6 October 2014. https://www.thelocal.it/20141006/milan-uni-goes-global-with-english-lectures. Last visited 25/09/2020.

Severgnini, Beppe. “Opinion | Italy’s New Lingua Franca.” The New York Times 26 February 2015.

Sharma, Pete and Barney Barrett. Blended Learning Using Technology in and Beyond the Language Classroom. London: Macmillan, 2007.

Soruç, Adem and Carol Griffiths. “English as a Medium of Instruction: Students’ Strategies.” ELT Journal 72.1 (2018): 38-48.

Universitaly. “Universitaly - Cerca Corsi in Lingua Inglese.” Universitaly, 2020. https://www.universitaly.it/index.php/cercacorsi/universita?lingua_corso=en#null. Last visited 25/09/2020.

Wächter, Bernd and Friedhelm Maiworm, edited by. English-Taught Programmes in European Higher Education ACA Papers on International Cooperation in Education. Bonn: Lemmens, 2014.

Wilkinson, Robert. “English-Medium Instruction at a Dutch University: Challenges and Pitfalls.” English Medium Instruction at Universities. Edited by Aintzane Doiz et al. Bristol: Multilingual Matters, 2012. 3-24.

Woodward, Tessa. “Loop Input.” ELT Journal 57.3 (2003): 301-304.




DOI: https://doi.org/10.13136/2281-4582/2020.i16.920

Refbacks

  • There are currently no refbacks.