Wiley Library provides free access to articles on multilingualism, some of them on ICLHE or EMI. Click here to get access.
Alicante Journal of English Studies (Revista Alicantina de Estudios Ingleses)
CALL FOR PAPERS Special Issue: English Medium Instruction (EMI) Teacher Training in Higher Education
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:
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.
The many academic areas covered in this publication include, but are not limited to:
- Classroom Management
- Curriculum Design
- English-Medium Instruction (EMI)
- Higher Education
- Language Acquisition
- Learning Styles
- Lesson Planning
- 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.
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.
Transdisciplinary Collaboration in ICLHE and EMI
15-16 October 2020
In light of the health risks associated with the COVID-19 coronavirus and decisions to restrict mass gatherings, the ICLHE Symposium 2020 will be moving to a virtual conference on 15-16 October 2020!
UMONS is proud to confirm ICLHE 2020 and is currently working on a hybrid virtual/onsite experience. Registration fees are being discussed and further details will be communicated in the next few weeks.
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
NEW: Young Scholar Selection Award
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
The 6th ICLHE Conference took place at Universitat Jaume 1 in Castellón, Spain, on 15-18 October 2019.
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!
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.
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.