This book draws on real-world case studies to highlight key challenges and support the crafting of relevant and contextual responses. There is increasing pressure on academics and teaching staff to provide high-quality teaching and delivery in English. More than an edited volume, it offers a true dialogue on emerging trends in EMI, making it of considerable value to practitioners, students and policymakers alike. By analyzing established and emerging models of EMI delivery, the book presents a review and assessment of how universities can respond to student expectations and build internal capacities so as to offer better learning experiences.
Author(s): Christopher Hill, Chia-Yi Lin, Hsin Yuan Lai
Publisher: Springer
Year: 2023
Language: English
Pages: 134
City: Singapore
Introduction
Contents
Contributors
1 EMI Development in Asian Higher Education
1 EMI Development in Singapore
2 EMI Development in Hong Kong
3 EMI Development in Malaysia
4 EMI Development in Taiwan
4.1 Evolution and Current Practice
4.2 A Blueprint for EMI Training and Delivery, and Possible Challenges
References
2 General Requirements for Successful EMI Delivery
1 Reflection and Planning
2 What Does an EMI Teacher Look Like?
3 Preparation and Delivery
3.1 What Should We Know Before Class?
3.2 What Should We Do During Class?
3.3 What Should We Do After Class to Support Our Students?
4 SWOT Analysis
5 Key Challenges for EMI Teachers
5.1 Linguistic
5.2 Pedagogical
6 Next Steps
References
3 Classroom Pedagogy
1 Teaching Philosophy
2 Lecturing as Communication
3 Teaching Aims
4 Selecting and Structuring Content
4.1 Gain the Attention of the Students
4.2 Inform the Students of the Class Objectives
4.3 Stimulate Recall of Prior Learning
4.4 Present the Content
4.5 Provide Guidance to the Learner
4.6 Elicit Performance
4.7 Provide Feedback
4.8 Assess Performance
4.9 Enhance Retention and Transfer
5 Signposting
6 Teaching Delivery
7 Small Classrooms and Large Classrooms
References
4 Teaching EMI Online
1 Student Engagement
2 Challenges with Online Learning
2.1 Use of Technology in Teaching
2.2 Managing an EMI Classroom Online
3 Practical Issues
4 Assessment in Online Learning
References
5 Understanding the Role of Culture in Teaching
1 Introduction
2 Global Context
3 Cultural Differences and How a Multicultural Classroom Affects Teaching
4 Local Context: Taiwan as a Multicultural Society
5 Case Studies: EMI Instruction in a Multicultural Context
5.1 Case Study 1: Multicultural Classroom in the Department of Business Administration
5.2 Case Study 2: Multicultural Classroom in the Department of Industrial Design
6 Conclusion
References
6 English Language Use
1 Language Tips
2 Language Delivery
2.1 Role Play
3 EMI Delivery Techniques
4 Things to Avoid
5 Culture in the Classroom
6 Good Practice
7 Delivery Methods
References
7 Issues in Formative Assessment and Feedback in EMI Classrooms
1 Introduction
2 Alignment: Articulation and Coordination
3 Formative Assessment in Two Contexts
4 Feedback in Two Contexts
5 Conclusions and Recommendations
References
8 Case Studies in Global Context—EMI in a Taiwanese University
1 Introduction
2 The Context: National Cheng Kung University and Its Development of EMI
3 Case Study 1: EMI Course Delivery
3.1 Common Challenges for Delivering EMI
3.2 Helpful Measures and Coping Strategies
4 Case Study 2: An Online EMI Teacher Development Program for University Lecturers
4.1 Teachers’ Expectations of the Program
4.2 Feedback on the Course Content and Requirements
4.3 Insights and Conclusion
5 Review
References
9 The Importance of Teacher Training and Development: A Case Study from Uzbekistan
1 Introduction
2 Course Aims and Rationale
3 Initiating the Training Program
4 Building Internal Capacity
5 Ensuring Quality Control
6 Outcomes of Program Development
7 Adapting the Course Over Time
8 Teaching Strategies Implemented in the Classroom
9 What Are the Biggest EMI Challenges and How Have They Been Overcome?
10 Impact of the Course on Graduates
11 Review and Reflection
References
10 Quality Assurance in EMI—Practices and Policies
1 Introduction
2 Language Capability
3 Student Audit
4 Professional Development
5 Validation
6 Case Study: Uzbekistan
7 Review and Reflections
References
11 English Language Education Policy and EMI in Higher Education in Taiwan
1 Introduction
2 Why is It Essential to Write a Thesis in English?
3 English-Language Learning in the Taiwanese Context
4 English Language Learning in Higher Education in Taiwan
4.1 The Problem Lies in English Learning and the English Language Proficiency of Taiwanese Students
5 English-Medium Instruction (EMI) in Higher Education in Taiwan
5.1 The Effectiveness of EMI Courses in Language Acquisition and Academic Writing
5.2 Student Perceptions of EMI Courses in Higher Education
5.3 Student Perceptions of Writing an English Language Thesis at the Higher Education Level
6 Future and Conclusions
References
Conclusion
