English-medium Instruction at Universities:
A selection of Scaffolding resources for
teacher professional development
Alicja Ilona Dudek Kruk
EMI at Universities: Scaffolding materials
OBJECTIVE:
 Identification and analysis of the main linguistic and
educational consequences derived from the introduction of
EMI at university level
 Aim: Bridge possible gaps by the presentation of some
scaffolding resources to meet teachers’ needs
Alicja Ilona Dudek Kruk
EMI at Universities: Scaffolding materials
METHODOLOGY
LITERATURE
RESOURCES
PRACTICE
RESEARCH
NEEDS
ANALYSIS
Alicja Ilona Dudek Kruk
EMI at Universities: Scaffolding materials
THEORETICAL BACKGROUND (I)
 Internationalization and EMI
Students and
staff’s mobility
Attraction of
international
students
English as a
global language
Internationalization
Education’s
quality
improvement
Competitiveness
Alicja Ilona Dudek Kruk
EMI at Universities: Scaffolding materials
THEORETICAL BACKGROUND (II)
 Implementation of EMI in Higher Education:
- Bologna Process & EHEA (2010): Harmonization
 Changes:
- Students’ profile
- Attitudes and reactions to EMI needed for change
 Adaptation: Expectations vs. Reality
 Problem-solving models
Alicja Ilona Dudek Kruk
NEEDS ANALYSIS
SCAFFOLDING MATERIALS
 Dietmar Tatzl
 Widespread students’ critique towards lecturers’ English proficiency
 Main pillars to hold an EMI situation:
“language proficiency, effective lecturing behaviour
and personal attitude”
 Main challenge: oral productive skills
 Integration of Jim Cummins’ dichotomy
(Basic
Interpersonal
Communicati
ve Skills)
BICS
Alicja Ilona Dudek Kruk
CALP
(Cognitive
Academic
Linguistic
Proficiency)
Tatzl’s pillars
Analysed Needs
Scaffolding resources
Teachers’ profile from lecturer to coach
Background
Self-documentation
knowledge:
Build on self-confidence
The European Framework for CLIL
Teacher Education
English Medium Instruction at
Universities. Global Challenges
teachers’
Intluni Academic Network
awareness
BICS & CALP
Smit & Dafouz’s (2012)
Pronunciation skills and speech fluency
Class-talk & ESL Gold websites
Accurate and clear expressions
Subject specific glossaries:
Domain
expertise:
Proficiency
level
Precise terminology
Academic discourse skills
-
Psychology
Computer Engineering
Business Administration
Economics
Education
Formulaic expressions
-
Medicine, History and Law
Easy-access glossaries and databases per discipline
Metadiscursive devices
Reformulation strategies
Lesson plans’ structures and students’ assessment
Lecturing
behaviour/
alternative
teaching
approaches
Collaboration
Among university departments
MIT OpenCourseWare
Teaching Channel. Getting Better
Together
Between teachers and students
Stylistic variation
Embedding genres & learning boosters
CSU’s Students Learning Outcomes
Assessment (YouTube videos)
Teaching resources from Berkeley
University of California
EMI at Universities: Scaffolding materials
Alicja Ilona Dudek Kruk
Tatzl’s pillars
Analysed Needs
Scaffolding resources
Teachers’ profile from lecturer to coach
Background
Self-documentation
knowledge:
Build on self-confidence
The European Framework for CLIL
Teacher Education
English Medium Instruction at
Universities. Global Challenges
teachers’
Intluni Academic Network
awareness
BICS & CALP
Smit & Dafouz’s (2012)
Pronunciation skills and speech fluency
Class-talk & ESL Gold websites
Accurate and clear expressions
Subject specific glossaries:
Domain
expertise:
Proficiency
level
Precise terminology
Academic discourse skills
-
Psychology
Computer Engineering
Business Administration
Economics
Education
Formulaic expressions
-
Medicine, History and Law
Easy-access glossaries and databases per discipline
Metadiscursive devices
Reformulation strategies
Lesson plans’ structures and students’ assessment
Lecturing
behaviour/
alternative
teaching
approaches
Collaboration
Among university departments
MIT OpenCourseWare
Teaching Channel. Getting Better
Together
Between teachers and students
Stylistic variation
Embedding genres & learning boosters
CSU’s Students Learning Outcomes
Assessment (YouTube videos)
Teaching resources from Berkeley
University of California
EMI at Universities: Scaffolding materials
Alicja Ilona Dudek Kruk
Tatzl’s pillars
Analysed Needs
Scaffolding resources
Teachers’ profile from lecturer to coach
Background
Self-documentation
knowledge:
Build on self-confidence
The European Framework for CLIL
Teacher Education
English Medium Instruction at
Universities. Global Challenges
teachers’
Intluni Academic Network
awareness
BICS & CALP
Smit & Dafouz’s (2012)
Pronunciation skills and speech fluency
Class-talk & ESL Gold websites
Accurate and clear expressions
Subject specific glossaries:
Domain
expertise:
Proficiency
level
Precise terminology
Academic discourse skills
-
Psychology
Computer Engineering
Business Administration
Economics
Education
Formulaic expressions
-
Medicine, History and Law
Easy-access glossaries and databases per discipline
Metadiscursive devices
Reformulation strategies
Lesson plans’ structures and students’ assessment
Lecturing
behaviour/
alternative
teaching
approaches
Collaboration
Among university departments
MIT OpenCourseWare
Teaching Channel. Getting Better
Together
Between teachers and students
Stylistic variation
Embedding genres & learning boosters
CSU’s Students Learning Outcomes
Assessment (YouTube videos)
Teaching resources from Berkeley
University of California
EMI at Universities: Scaffolding materials
Alicja Ilona Dudek Kruk
EMI at Universities: Scaffolding materials
CONCLUSIONS
 General positive attitude towards EMI.
 It is a global phenomenon.
 EMI was possible thanks to the process of internationalisation.
 The use of a different code implies change and adaptation.
 The process of adaptation poses challenges: linguistic and pedagogical.
 The amount of training courses is insufficient and has to be optimized: classroom
discourse and class methodologies.
 Professional development involves a continuous process of apprenticeship.
 Co-operation and collaborative initiatives: key factors to reach international projection
of higher education.
Alicja Ilona Dudek Kruk
BIBLIOGRAPHY: RESOURCES I
- Self-documentation:
 Doiz, A., Lasagabaster, D. & Sierra, J.M. (2013). English-Medium Instruction at Universities: Global
Challenges. Bristol: Language Matters.
 http://intluni.eu/ (to be updated and conscious about what EMI stands for – policies)
- Domain expertise and classroom discourse:
 Class-talk website:
http://www.upc.edu/slt/classtalk/a.php?fer=portadanova&idioma%5B%5D=7&idioma%5B%5D=1
 ESL-Gold website: http://www.eslgold.com/speaking/speaking_situations.html
- Glossaries per discipline:
 Business administration: http://www.businessballs.com/business-dictionary.htm
 Economics: http://www.investopedia.com/dictionary/
 Education: www.cedefop.europa.eu/files/4117_en.pdf
 Psychology: http://www.apa.org/research/action/glossary.aspx
 Computer engineering: http://www.computerhope.com/jargon.htm
BIBLIOGRAPHY: RESOURCES II
-
Lecturing behaviour/ alternative teaching approaches:
 MIT OpenCourseWare website: http://ocw.mit.edu/index.htm
(audio-video lectures, open access courses and materials).
 Teaching Channel. Getting Better Together: https://www.teachingchannel.org/?national=1
(team teaching, classroom methodologies, teaching strategies, collaboration)
 Teaching resources from the Berkeley University of California:
http://teaching.berkeley.edu/resources/improve
(tips on how to design, teach and evaluate a class or a entire course, teaching large classes)
 CSU’s Students Learning Outcomes Assessment:
https://www.youtube.com/playlist?list=PL79D89A1AADE7029B
(main steps to follow when assessing students’ outcomes)
EMI at Universities: Scaffolding materials
Thank you for your attention
Alicja Ilona Dudek Kruk