There is a need to investigate the implementation of English-medium instruction (EMI) and internationalisation policies in English-medium Education in Multilingual University Settings (EMEMUS). The aim of this study is to better understand EMI lectures’ approach to managing content and language in their EMEMUS teaching. Our analysis explores the development and construction of knowledge in the EMEMUS context by examining lecturers’ understanding of the roles of English and their beliefs about teaching and learning there in. Specifcally, the ROADMAPPING framework is applied to anlyse two lecturers’ practices and processes in detail.The findings of this study signal macro and micro facets of internationalisation that are supported and impeded by the lecturers' practices and processes. Challenges that the EMI lectures face are directly linked to their confidence in their own language skills, to their pedagogical approaches when teaching through English, and to their perceptions of their roles in the classroom. More broadly, this study allows for further commentary on EMI lecturers’ practices and perceived role in language provision.
|Title of host publication||Teaching Language and Content in Multicultural and Multilingual Classrooms|
|Subtitle of host publication||CLIL and EMI Approaches|
|Editors||María Louisa Carrió-Pastor, Begoña Bellés Fortuño|
|Number of pages||34|
|Publication status||Published - Jan 2021|
- Language Teaching