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:

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?

Rosie Tanner, ICLHE member, is running an EMI/CLIL Train-The-Trainer course, for participants to learn to facilitate CLIL development in others. It will be given at Utrecht University in the summer of 2020 (13-24 July). For detailed information and how to apply click this link. If you would like to read about the course in more detail, there is a link to Rosie’s brochure.

Internationalisation and English medium education: language, policy and practice, edited by Ute Smit and Patrick Studer

Internationalisation of Higher Education (IoHE) has received much attention over the past twenty years, both as an object of policy-making and a subject of theoretical scrutiny. While the ‘Englishization’ (Coleman 2006) of higher education has formed a central and exponentially increasing element of internationalisation, the transformative impact of this development on teaching and learning is often not given full recognition. There is now an increasing body of research into what has been labelled diversely as English-Medium Instruction (EMI), Integrating Content and Language in Higher Education (ICLHE) or English Medium Education in Multilingual University Settings (EMEMUS) (Wilkinson 2017, Dafouz and Smit 2016). While studies emerging from these research activities focus on a variety of linguistic or pedagogical topics, they tend to offer only fragmentary snapshots of what in fact are long-term and complex language-in-education policy developments linked to local internationalising processes. Further research is needed to describe and critically review the discourses and processes underlying language-in-education policy developments leading to particular English-medium practices.

This volume wishes to address the resulting research gap by (a) foregrounding critical evaluations and assessments of established English-medium educational practices at or across particular HEIs that are (b) thoroughly embedded in recent theorising, taking account of language-in-education policies (LEP) and language as an integral component of internationalisation.

The editors invite papers that explore one or several of the questions below:

o To what extent are internationalisation policies and English-medium educational policies convergent or divergent? How are language and communication conceptualised through the lens of internationalisation? How do these conceptualisations inform and reflect stakeholder views and English-medium education in practice?
o To what extent are institutional visions and missions reflected (or not) in policies, their implementation and subsequent educational practices? What are the gaps between policy on paper, its implementation and resulting educational practices and how do they develop over time? What institutional learning processes can(not) be observed?
o What conceptualisations of language in general and English in particular are noticeable/integral to English-medium educational policies and practices? Under which circumstances is English (or other languages) conceptualised as a commodity or tool, a specific register, as an integral element of knowledge and communication in teaching and learning? How is (which) English positioned sociolinguistically?
o What roles are played by specific social actors at which stage of policy planning and implementation? Who are the responsible agents for shaping specific language conceptualisations connected to English-medium educational practices?

The journal invites contributions to a thematic number of the journal, planned for Autumn 2021. Proposals should be sent in the form of an abstract (up to 300 words) and a curriculum vitae (up to 2 pages) to the Editor, Prof Michael Kelly (M.H.Kelly@soton.ac.uk) by Friday 1 November 2019. Manuscripts may be in English or French and will be required by 31 March 2020. (Note: Submission date for proposals has now been extended to Friday 8 November 2019).

The European Journal of Language Policy/Revue européenne de politique linguistique is a peer- reviewed journal published by Liverpool University Press, in association with the Conseil européen pour les langues/ European Language Council. It has appeared twice yearly since 2009, with a record of rapid review and dissemination.

The journal aims to address major developments in language policy from a European perspective, regarding multilingualism and the diversity of languages as valuable assets in the culture, politics and economics of twenty-first century societies. The journal’s primary focus is on Europe, broadly understood, but it is alert to policy developments in the wider world.

Abstracts of articles will be provided in English and French. Materials may be derived from or refer to texts in other languages. Further details including authors’ guidelines and code of conduct, can be consulted at:
http://online.liverpooluniversitypress.co.uk/loi/ejlp