A TEACHER TRAINING COURSE FOR ENGLISH MEDIUM INSTRUCTION

(EMI) PROFESSORSProf. Karina Fernades, MSc (PUCPR-UFPR)

Prof. Ron Martinez, PhD (CAPA/PPGLet)

Abstract: In a push internationalize, more and more universities are offering courses taught in English, but relatively little is known about how these classes are being delivered, who the teachers are involved in this process and how (or if) they are prepared to teach in such a context. To that end, this study aims to present the research behind a proposal for EMI teacher training. The course we have developed was initially and partly based on a workshop that was delivered by EMI trainers from the University of Oxford in 2016, but has since evolved, taking into account local needs and demands.  We will present interim and ongoing findings from the development of the course, and its outcomes.  The rationale for the course will be presented, in addition to strategies other institutions may adopt if they are also attempting to implement EMI at their universities, or simply trying to improve its implementation.

Keywords: English Medium Instruction (EMI);Teacher training; Internationalization.

Oxford University EMI (2016)

■ Course Coordinator:

■ Ron Martinez

■ Oxford trainers:

■ Julie Dearden, Tom Spain

■ Institutions represented:

■ UFPR, PUCPR, FAE, UEL, UEM

Oxford content

■ Contents of training

- 40 hours training for university lecturers.

- EMI pedagogy: language awareness, interactive tasks, observation, wait time, questions.

- Lecturing through EMI; EMI teaching and presentation skills, language and visual aids.

- Teaching an international class.

- Accessing EMI texts.

- EMI supervisions.

- Teaching practice.

METODOLOGIA DE EDUCAÇÃO SUPERIOR: Inglês como meio de instrução

Course aims

■Provide key linguistic and pedagogical tools for professors who teach, or intend to teach, their class(es) through English;

■Increase confidence to prepare and deliver EMI classes;

■By the end of the course, participants should feel capable of preparing and teaching their classes through English, using a variety of tools and techniques, irrespective of the English language levels of their students, or the professor her or himself.

Syllabus Overview

■Pre-course reading

■Course intro, EMI overview, teaching competences

■EMI classroom dynamics, aspects of language proficiency

■Considering EMI students: issues of English, “English-only” and comprehension; Lecture Signposting; Task and Problem Based Learning (TBL and PBL)

■English vocabulary and pronunciation, error correction, assessment

■Use of different teaching resources, electronic tools; “flipping”

■Lesson planning and slides preparation (and “TTT”) in EMI contexts

■Teaching practice

■Course wrap-up, ETAs

Syllabus Overview

■Pre-course reading

■Course intro, EMI overview, teaching competences

■EMI classroom dynamics, aspects of language proficiency

■Considering EMI students: issues of English, “English-only” and comprehension; Lecture Signposting; Task and Problem Based Learning (TBL and PBL)

■English vocabulary and pronunciation, error correction, assessment

■Use of different teaching resources, electronic tools; “flipping”

■Lesson planning and slides preparation (and “TTT”) in EMI contexts

■Teaching practice

■Course wrap-up, ETAs

Syllabus Overview

■Pre-course reading

■Course intro, EMI overview, teaching competences

■EMI classroom dynamics, aspects of language proficiency

■Considering EMI students: issues of English, “English-only” and comprehension; Lecture Signposting; Task and Problem Based Learning (TBL and PBL)

■English vocabulary and pronunciation, error correction, assessment

■Use of different teaching resources, electronic tools; “flipping”

■Lesson planning and slides preparation (and “TTT”) in EMI contexts

■Teaching practice

■Course wrap-up, ETAs

Teaching areas

Language Concerns

My English Level

First of all, time - time to prepare myself (to improve my English) and some study material (translations and so on). Academical life has been insane these years.

Because my students are all Brazilian and many have difficulty with English.

English skills

My English skills

The number of students able to have classes in English is too small. So it would be a class for just a few students.

The lack of English fluent speakers interested to enroll science classes.

my language skills and the students’ language skills

I don't feel to have the knowledge to do this

Students' proficiency in English

There are few students that speak English and my English is not so good

What has prevented you from teaching through English so far?

Professor testimonial Porque a gente sempre acha que o nível que a gente tem de inglês

não é o suficiente para ministrar uma disciplina em inglês, mas, para mim está sendo assim, muito interessante participar deste curso, que a gente percebe que apesar de a gente ter a obrigatoriedade de procurar fazer o melhor dentro da nossa área, a gente não tem a obrigação de falar como um native, é... então para mim nesse curso aqui teve uma importância muito grande.

We always think that the English level we have is not enough to teach a class in English, but, for me it has been very interesting to participate on this course, which we can notice that even having the obligation to do the best concerning our area, we don’t have to speak like a native, so, for me, this course is really important.

Others

I work only one and a half year at UFPR.

Unfamiliarity about the legal possibility to teaching in other language. And the requirements needed to do that.

I am not feeling prepared yet.

The coordinator of the PPG did not want.

Motivation.

Always taught in Brazil to Brazilians

I didn’t see the need or the advantage.

It was not necessary

I don't feel to have the knowledge to do this

No international students as part of the postgraduate program

Lack of opportunities

■ Se eu não tivesse feito o curso de EMI, eu ia falar para você que eu nunca iria fazer uma aula de inglês, mas com o curso, acho que é bem plausível e factível de você fazer. Ter essa reciclagem, entendeu?

■ If I hadn’t done the EMI course, I would tell you that I would never teach a class in English, but with the course, I think it is very plausible and feasible to do it. To have this refreshing, understand?

Professor testimonial

you intend to teach through English...

What do you like about the idea of teaching through English?

■ The opportunity to be in contact with the language

■ Scientific language, more accurate and updated data on the area 

■ it is a more universal language and facilitates cutting edge knowledge

■ More interaction with international groups; prepare our students to international environments

■ I think it is mandatory for the postgraduate students.

■ The internationalization

■ To bring students closer to a language they will use extensively in their future jobs or in the academy.

■ International contacts and interaction

■ Enable greater access to information and quality education for our students.

■ Expanding my limits

■ I think that the classes could be extended to foreign students, and it would contribute to the internationalization of the UFPR. Besides, I would feel more prepared for International symposium and congress.

■ Open the classes to foreign students

■ Training for speaking in classes and conferences abroad

■ Innovation, foreign students, opportunities with other universities to change students, etc.

■ I would like to expose my students to English

■ It is a way to be more prepare to the future and more linked to the academic world.

■ Important for both sides

■ Very exciting.

■ It will offer a opportunity for students to practice the language and will allow the graduate program to receive applications from students from other countries.

■ It's interesting to translate in another language your ideas, hypothesis and conclusions. It can also help the internalization of our students. If a go abroad, this will be essential to find a public of the researches we are doing in Brazil about Modern and Moral Philosophy.

■ To expand teaching possibilities. integration with foreign institutions,

■ It is a good idea

■ A big linguistic challenge

What challenges do you face/foresee teaching through English?■ I would like to improve my fluency.

■ Language barrier for non-proficient students and commitment to learn in English.

■ Vocabulary is one concern as it gets difficult to explain some topics in a foreign language when you are not native

■ Particularly in social sciences we rely on argumentation to explain abstract concepts. This requires a good mastering of the language. There is always a risk of simplifying concepts due to a limited vocabulary in English.

■ Most of the students do not have a minimum level of knowledge in English.

■ My English skills

■ Mainly grammatical issues.

■ It’s been a long time since I used English as a second language

■ My current level of knowledge in the language.

■ English domain and cultural differences

■ Some undergraduates and even postgraduate students are not prepared for English classes. Our Lab meetings are held in English, and many students have shown difficulty in following up. In addition, the subject I minister on postgraduate courses is difficult to understand, and I'm afraid that students may not understand the ideas appropriately.

■ The English level of the students

■ Having no Brazilian students interested/qualified for attending the classes

■ Time, skills, institutional and department support.

■ Preparation of class material, clarity in conversation

■ Students engagement - many of them are not prepared to have classes in English

■ The low level of English of the students who don't ask about the class subject

■ The own language: how to think in other language and translate the content to the audience.

■ Implementation of courses in our graduate program curricula and difficulty to plan the classes in other language in a way it can be understood by students at different levels of proficiency.

■ The main challenge is to improve my English and to feel myself comfortable to teach through English

■ shyness, students and teachers understand the importance of developing English language skills during the teaching process

■ I need to improve my English

■ My English level to speak and prepare the course

What do you consider your current English Level?

For how long have you been teaching in Higher Education?

karina.reinlein@pucpr.br drronmartinez@gmail.com