Features of English Medium Instruction new.pptx

Introduction to EMI

1. Introduction to EMI | Week 03: Features of EMI

2. Features of EMI Overview of EMI in Education Global growth of EMI English Medium Instruction (EMI) has expanded globally as institutions increasingly teach non-language subjects in English. Educational implications EMI reshapes teaching, curriculum design, and student learning, particularly in multilingual contexts. Challenges Challenges include balancing content mastery with language proficiency, and accommodating diverse linguistic backgrounds.

3. The Bologna Declaration Reforming Higher Education in Europe Adoption of EMI: The Bologna Declaration initiated reforms in higher education, leading to widespread adoption of English Medium Instruction (EMI). Internationalization: aimed at making education systems in Europe comparable, promoting student and academic mobility, and attracting global talent. Standardization: It standardized degree structures across Europe, facilitating easier recognition of qualifications internationally. Photo by Tom Hermans on Unsplash

4. Typology of EMI Programs Different Models of E MI Curriculum Single Medium EMI All major content subjects, except foreign languages, are taught in English, common in post-colonial countries. Dual Medium EMI Some subjects are taught in English while others are taught in the local language, e.g., Hong Kong. Parallel Medium EMI Courses available in both the national language and English, as in Denmark and Sweden.

5. Forms of EMI Different Models of EMI Curriculum Single Medium: English is used exclusively as the medium of instruction for all major subjects, except foreign languages. Dual Medium: Some subjects are taught in English, while others are delivered in the national or local language. Parallel Medium: Courses are offered in both English and the local language, catering to both domestic and international students.

6. EMI in Denmark The Role of English in Danish Higher Education Widespread adoption Over 25% of Master's degree programs in Denmark are taught in English, second only to the Netherlands in Non-English-speaking countries . Veterinary Science Courses in subjects like Veterinary Science are available in English, attracting international students but creating challenges for local students' proficiency in technical Danish. Bologna Process influence The adoption of EMI in Denmark aligns with the Bologna Process goals to foster internationalization and academic mobility.

7. Assessment in EMI Challenges and Considerations Content-based assessment In most EMI settings, assessment is focused on content mastery rather than language proficiency. Content and language assessment Some programs include both content and language proficiency in their assessment criteria, particularly in Europe. Language assessment In some contexts, language development is assessed independently, particularly in programs emphasizing English acquisition.

8. Content or Language Assessment in EMI Balancing Subject Mastery and Language Skills Content assessment Most EMI assessments prioritize content learning, with limited focus on language accuracy. Combined assessments Some programs assess both content mastery and language proficiency, especially in disciplines like history and law. Language-based assessment In programs where language learning is the main goal, language proficiency is assessed independently.

9. Introduction of EMI Early, Middle, and Late Stages Early EMI: Introduced at preschool or primary level, typical in post-colonial countries like Singapore. Middle EMI: Begins in secondary education, commonly seen in countries like Hong Kong. Late EMI: Introduced only at the tertiary level, such as in Germany and South Korea. Photo by Paul Hanaoka on Unsplash

10. Language Support for EMI The Role of Language Proficiency Selection Model: Students must meet certain English proficiency standards before entering EMI, as seen in Turkey and Saudi Arabia. Concurrent Support: Language support is provided alongside EMI, such as additional EAP courses in Singapore and Hong Kong. Multilingual Support: Programs may begin with bilingual instruction to ease students into EMI, as in some Chinese institutions. Photo by Lukas on Unsplash

11. Relationship Between English Subject Course and EMI Types of Support for EMI Programs Independent The English course is not linked to EMI, common in Japan and China. Supportive The English course supports EMI, as seen in secondary education in Singapore. EAP English for Academic Purposes supports EMI by developing academic literacy skills, typical in Hong Kong.

12. The EMI Content Teacher English Proficiency and Training English Proficient: Teachers who are proficient in English as a second language, typical in Hong Kong secondary schools. English Competent: Teachers must pass English proficiency tests, common in countries like Hong Kong. EMI Trained: Teachers receive specialized training to teach through EMI, prevalent in Singapore and Hong Kong. Photo by Adolfo Félix on Unsplash

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14. Cultures of Learning and Instructional Materials Diversity and Resource Selection in EMI Classrooms Cultural Diversity EMI classrooms often consist of students from varied cultural and educational backgrounds, requiring adaptable teaching methods. Authentic Materials Teaching materials from the actual content subjects are frequently used, particularly in tertiary EMI programs. Designed Materials Custom-designed EMI materials, including visual aids and language exercises, are common in secondary CLIL programs.

15. Table 2.1: Categories of Different EMI Curriculum Models Forms and Classifications of EMI Single Medium All major subjects are taught in English, except foreign languages. Dual Medium Some subjects are taught in English and others in the local language. Parallel Medium Subjects are taught both in English and the local language.

16. Table 2.2: Different Kinds of EMI Assessments Approaches to Evaluating EMI Students Content Assessment Focuses solely on content mastery, without considering language proficiency. Content and Language Assessment Evaluates both subject knowledge and English proficiency, especially in fields like law. Language Assessment Assesses students' language skills separately from content learning, particularly in programs with a focus on language acquisition.

17. Table 2.3: Different EMI Introduction Models When EMI is Introduced in Educational Systems Early EMI Introduced in pre-school or primary education, common in post-colonial countries. Middle EMI Begins in secondary schools, often as preparation for higher education. Late EMI Introduced only at the tertiary level, typical in countries like Germany and South Korea.

18. Table 2.4: Categories of Language Support for EMI Different Approaches to Supporting Language Learning Selection Model: Students must meet certain English proficiency levels before entering EMI, common in countries like Turkey and Saudi Arabia. Concurrent Support Model: Additional language support, such as EAP, is provided alongside EMI courses, seen in Singapore and Hong Kong. Multilingual Model: Instruction begins bilingually to ease students into EMI, as seen in some Chinese universities. Photo by Mathew Schwartz on Unsplash

19. Table 2.5: Relationships Between English Subject and EMI Courses Different Approaches to Linking Language and Content Independent: The English subject course is not linked to EMI, as seen in Japan and China. Supportive: English subject courses provide general support for EMI, as in Singapore. EAP and ESP: Courses focus on academic or specific purposes to support EMI, typical in universities like those in Hong Kong. Photo by Markus Winkler on Unsplash

20. Table 2.6: Categories of EMI Content Teachers Based on English Proficiency English Skills Required for EMI Teachers English Proficient: Teachers are fluent speakers of English as a second language, common in Hong Kong. English Competent: Teachers must pass proficiency tests, such as in Hong Kong secondary schools. English Restricted: Teachers have limited proficiency in English, seen in some contexts like the Philippines and Malaysia. Photo by Marília Castelli on Unsplash

21. Table 2.7: Categories of EMI Teachers Based on Professional Training Levels of Training for EMI Educators EMI Trained Teachers receive specialized pedagogical training in EMI, common in Hong Kong and Singapore. Experienced Content Teacher Teachers have taught their subject in an Anglophone country but not in an EMI setting. EMI Experienced Teachers have experience teaching EMI in non-Anglophone countries, such as elite schools in Hong Kong.

22. Table 2.8: Categories of EMI Tertiary Learners Based on Language Proficiency Proficiency Levels Among EMI Students Proficient Learners: Students are already proficient in English, such as those from international schools or Anglophone countries. Developing Learners: Students are developing their English skills alongside content learning, typical in non-Anglophone countries. Beginner Learners: Students with minimal English proficiency, common in introductory EMI programs or bilingual contexts. Photo by Van Tay Media on Unsplash

23. Table 2.9: Categories of Instructional Materials in EMI Classrooms Types of Teaching Resources in EMI Authentic Materials Materials from the actual content subject, commonly used in tertiary EMI programs. Designed Materials Materials specifically designed for EMI, including language scaffolding and visuals. Translated Materials Materials translated from the native language to English, often found in bilingual programs.

24. Discussion 1. What are some reasons why Dual Medium EMI may be chosen in some contexts? 2. How does learning academic subjects through English in order to improve language learning differ from the way English is normally taught in public education? 3. Do you think it is the content teacher’s responsibility to help students improve their English? What are some ways in which he or she could do this? 4. In what way might the use of EMI affect the status and learning of local languages? 5. With Dual Medium EMI, how can schools decide which subjects to teach in the L1 and which to teach in English? 6. Why do you think international students sometimes prefer to learn their subjects in an EMI institution? 7. What are some ways in which EMI teachers and English subject teachers can collaborate? 8. What are some ways in which teaching a class of multicultural students might be different from teaching students who share the same cultural and linguistic background? 9. What factors do you think are necessary for students to successfully manage the transition from L1 content instruction to content instruction with EMI? ‹#› Discussion questions

25. Discussion Choose a country that uses EMI and prepare a profile of the approach it uses to EMI, outlining features identified in the typology. Choose a unit from a content textbook. What features of the information in the unit might pose difficulties for an EMI learner with restricted ability in English? For the unit you considered in question (2), prepare a sample assessment task that would measure both the learners’ knowledge of content as well as their ability in English. ‹#› Discussion questions