Call for papers: English Medium Instruction (EMI) Teacher Training in Higher Education

Alicante Journal of English Studies (Revista Alicantina de Estudios Ingleses)

CALL FOR PAPERS Special Issue: English Medium Instruction (EMI) Teacher Training in Higher Education

Editors:
Teresa Morell (University of Alicante, Spain)
Ksenia Volchenkova (University of South Ural, Russia)

Abstract submission deadline: January 31, 2020

Microsoft Word – CFP EMI Teacher Training in HE – RAEI Special Issue.docx

The ever-increasing phenomenon of EMI in non-Anglophone universities throughout the world has brought many challenges to stakeholders. Among these are providing teachers, who switch from teaching in their mother tongue to English, with needed linguistic, pedagogical and intercultural training. In this RAEI special issue, we call for research articles that will support university authorities, teacher trainers and trainees to implement: training programs, methodologies, strategies and ‘best practices’ for EMI teacher training in Higher Education.

In addition to research articles, proposals for book reviews of recent publications related to the field of EMI teacher training in Higher Education, are also welcome.

To find out more, please read the CfP below:

New Book: Teacher Training for English-Medium Instruction in Higher Education by Maria Del Mar Sanchez-Perez (ed.)

English-medium instruction (EMI) has become a pervasive teaching model in recent higher education. The implementation of EMI programs requires changes in university teaching methods since most lecturers need to adapt their contents and the way they teach them to successfully work in foreign language environments. The rapid proliferation of such programs has resulted in concern among teaching staff, who have felt pushed towards teaching their subject content through a non-native language with little or no previous training. As a result, many recent studies have highlighted the importance and urgency to train teaching staff in terms of language proficiency and the appropriate teaching methods, techniques, and strategies to be applied in EMI lessons.

Teacher Training for English-Medium Instruction in Higher Education is an academic research publication that provides comprehensive research on effective approaches and experiences in teacher training for EMI at universities both in terms of language skills and teaching methodologies and that analyzes the design and development of comprehensive teacher training programs that successfully engage these EMI programs. It has profound implications for the development of the international profile of higher education institutions as it provides information on how to train highly-qualified lecturers to successfully teach students from different nationalities. Featuring a wide range of topics such as assessment, curriculum design, and learning styles, this book is ideal for pre- and in-service teachers, language specialists, content specialists, administrators, deans, higher education faculty, researchers, practitioners, curriculum designers, policymakers, academicians, and students.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Assessment
  • Classroom Management
  • Curriculum Design
  • English-Medium Instruction (EMI)
  • Higher Education
  • Language Acquisition
  • Learning Styles
  • Lesson Planning
  • Pedagogy
  • Policy
  • Teacher Collaboration

You can access the webpage below:

Additionally, to ensure this publication is an affordable resource for you, your colleagues, and students, you can apply on an exclusive 40% contributor discount on this book. Simply use the coupon code IGI40 during the checkout process to take advantage of this offer. Note: This discount can only be used when ordering directly through www.igi-global.com.

Welcome to ICLHE

The ICLHE is the association for expertise, networking and resources in the integration of content and language in higher education. The aim of the ICLHE association is to promote exchange of opinions, experiences, initiatives and research concerning the interface between content and language in higher education.

ICLHE is open to people in universities and institutes of higher education with an interest in content and language, including people concerned with teaching and learning through a second language, and teaching and learning through a national language to people of migrant or ethnic communities.

ICLHE also welcomes policymakers and researchers in international bodies and professional societies, publishers, representatives of national and international authorities, and others with an interest in the integration of content and language in higher education.

ICLHE has updated its privacy policy.

ICLHE 2020 Symposium

We are pleased to inform you that the next ICLHE AGM and Symposium will take place at Université de Mons (Belgium) on October 15-16, 2020. This symposium focuses on collaboration between disciplines, in particular the way in which disciplinary content teachers and language specialists collaborate. In a broader perspective, the meshing of content knowledge and an additional language may lead to changes in how content knowledge is co-constructed, therefore redefining teacher identity, roles and expectations. The symposium aims to address the following questions: Does interdisciplinary collaboration influence whether ICLHE or EMI programmes are inclusive? Does teacher collaboration in EMI have an impact on self-awareness and self- reflection? Are potential actors or participants sidelined or excluded? In what way does the student’s role enhance ICLHE or EMI programmes? How does the student perceive both language experts’ and content teachers’ roles in EMI? How can interdisciplinary collaboration enhance the student’s role?

Confirmed Keynote Speaker: Professor Laurence Ris, Professor of Neuroscience at the Université de Mons – Friday 16 October 2020

ICLHE Symposium 2020: PhD Travel Grant

Purpose

To assist graduate students traveling to the ICLHE Symposium 2020 to be held in Mons, Belgium, 15-16 October 2020.

The ICLHE Symposium Travel Grant was established in 2018 by the ICLHE Board of Directors to offer PhD candidates financial support for travel to the biennial association symposium, as well an opportunity to present their research. The grant is maintained through ICLHE member contributions.

Who’s Eligible?

ICLHE members worldwide currently enrolled as PhD candidates.

Award

€200 and a waiver of the Symposium registration fee. There are two (2) travel awards available. This money cannot be used to fund other elements of a research project (e.g. equipment). In conjunction with the award, you will have the opportunity to present your research at the Symposium (20 minute presentation + 5 min for Q&A).

Criteria

Applications are evaluated according to

Quality of abstract:

·      research focus/question

·      research methodology & embedding in the literature

·      findings

Relevance – degree of fit to symposium

To Apply

If you are a PhD candidate and would like to apply for this grant, submit your title and abstract (max. 350 words excluding references) via email to: membership@iclhe.org

Subject line: ICLHE 2020 Phd Travel Grant

In your email, please include:

·      Full Name

·      Academic Affiliation

·      PhD Supervisor(s)

Submission Deadline: 30 April 2020

Award dissemination: 29 May 2020

EQUiiP Final Conference ¨From Experience to Expertise¨ in Freiburg on 13th June 2019

The partners of the Project Educational Quality at Universities for inclusive international Programmes (EQUiiP) are glad to invite you to the final conference of the project that will take place on 13 June 2019.

EQUiiP is an Erasmus+ strategic partnership of seven European universities.

The main outcome of the project is an online platform with resources for educational developers and other academic staff designing and teaching inclusive international programmes. At the conference, members of the EQUiiP team will present the platform and provide tasters of the content in a series of short workshops:
• Opportunities and challenges in the international classroom
• Building intercultural competences in the international classroom
• The role of languages in the international classroom
• Leadership and strategies to promote quality in higher education internationalisation

The EQUiiP project team will also present recommendations for  educational developers and other academic staff involved in planning, managing and teaching inclusive international programmes. Further to this, we will present a profile of an internationally oriented educational developer and a set of recommendations for higher education institution leaders who wish to further internationalise their institutions.

Finally, the first research results based on EQUiiP data will be presented.

The latest version of the programme and registration are available on www.equiip.eu

ICLHE 2019: Multilingualism and Multimodality in Higher Education

Jaume logo

The 6th ICLHE Conference took place at Universitat Jaume 1 in Castellón, Spain, on 15-18 October 2019.

The Conference Website is open, where you can find the programme and book of abstracts.

Please note that for ICLHE members unable to attend, the plenary sessions will be live streamed through the member zone. Mark your calendars:

Live stream 1:
Wednesday 16th October
10h to 11h (GMT +2)

Teaching history in English at University: An analysis of multimodal and multilingual practices by David Lasagabaster

Live stream 2:
Thursday 17th October
9h to 10h (GMT +2)

Trans-languaging and trans-semiotizing in the dynamic flow of meaning making: Implications for CLIL and Content-Based classroom by Angel M.Y. Lin

Live stream 3:
Friday 18th October
12h45 to 13h45 (GMT +2)

ROAD-MAPPING as a methodological tool for investigating English Medium Education in internationalized Higher Education by Ute Smit

We enjoyed seeing you in Castellón!

New book: English Medium Instruction in Multilingual and Multicultural Universities – Academics’ Voices from the Northern European Context

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book:

  • Introduces a topical global issue that is central to the higher education research agenda;
  • Identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts;
  • Captures university lecturers’ experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom.

English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

The book is available for purchase here.

Call for papers for the EATAW2019 Conference

Please submit your abstract proposals to EATAW2019 – Academic writing at intersections: Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality .

Deadline for abstract submissions: Jan 18, 2019

Venue: Chalmers University of Technology, Göteborg, Sweden

When: July 2-4, 2019

Theme: The theme of EATAW2019 invites contributions that explore and problematize the possibilities and challenges of academic writing as a place of intersections. Such intersections may include academic writing across and beyond disciplinary audiences as well as the hybridization of academic writing genres.

Other intersections would be: academic writing as a site of intercultural communication, academic writing by translingual writers and in multilingual societies, academic writing in digitalized settings, including digital genres, and blended learning.

Closely aligned with these potential intersections are questions about how academic writing as a discipline and as a higher education activity succeeds in promoting writing development and disciplinary learning at the many various intersections. The full range of formats are yet to be decided but will include both research-oriented contributions and practice-oriented ones.

For more information about the conference, click here.

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