This project explores English Medium of Instruction (EMI) lecturers’ classroom teaching practices. It compares the three diverse contexts of Israel, Romania and Japan. University lecturers from all three countries will be interviewed and surveyed in order to compare varied elements of their classroom practice. These elements include: assessment, pedagogy, the use of the first language (L1), amount of content covered, and motivation for using EMI. This study will foreground across-the-board challenges, as well as context-dependent ones. Based on this, recommendations for support to EMI lecturers will be made in order to positively influence the ‘internationalisation at home’ agenda in higher education. The main original contribution to knowledge of this project is that of a three-way international comparison. Most EMI studies are conducted within one institute within a single country (Macaro, Curle, Pun, An, & Dearden, 2018; Banks, 2018; Aizawa & Rose, 2018; Ackerley, Guarda & Helm, 2017) or a single regional context (Fenton-Smith, Humphries & Walkinshaw, 2017) limiting the generalizability of the results.
|Publication status||Unpublished - 16 Oct 2019|
|Event||Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education - Universitat Jaume 1 in Castellón, Castellón, Spain|
Duration: 15 Oct 2019 → 18 Oct 2019
Conference number: 6th
|Conference||Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education|
|Period||15/10/19 → 18/10/19|
Curle, S., Munteanu, S., & Weinberg, L. (2019). Reported Classroom Practices of EMI lecturers: An international comparison. Paper presented at Integrating Content and Language in Higher Education (ICLHE) 2019: Multilingualism and Multimodality in Higher Education, Castellón, Spain.