Christopher Hill Chia-Yi Lin Hsin Yuan Lai Supporting and Learning from Academics EMI Toolkit Supporting and Learning from Academics · · Christopher Hill Chia-Yi Lin Hsin Yuan Lai Supporting and Learning from Academics EMI Toolkit Christopher Hill Chia-Yi Lin Faculty of Education Office of Strategic Planning British University in Dubai National Cheng Kung University Dubai, United Arab Emirates Tainan City, Taiwan Hsin Yuan Lai British Council Taiwan Taipei City, Taiwan ISBN 978-981-19-9039-7 ISBN 978-981-19-9040-3 (eBook) https://doi.org/10.1007/978-981-19-9040-3 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Introduction English as a Medium of Instruction (EMI) is a complex and challenging reality of global education. It is an established element of teaching and learning and one that, despite much debate, is still largely underdeveloped. We know the rules of engagement, to an extent; we understand the overarching objectives, to a point; we are capable and informed teachers, as best we can be; and yet, it remains problematic and often frustrating. EMI delivery raises many questions and creates doubts. Students can doubt both their language capability and subject knowledge, and we, the teachers, can doubt our own capability in language and pedagogy. EMI is about change and adaptation. The classroom dynamic changes; our style and approach changes; our confidence level changes; the quality of the learning experience changes. These are all realities that we cannot avoid or eliminate. We can seek to manage them, however, through a more nuanced understanding of EMI and as a result of a reflective approach to our own teaching practice and delivery. This book is a work in progress. This book does not have the definitive answers for the perfect EMI teaching and learning experience. This is because EMI has no perfect answer or solution. Teaching itself is complex and ever-changing and subject to the whims and variants of every new class of students and every new day of external factors. Teaching is a calling more than a profession, and those of us lucky enough to be within its world have a responsibility to continue to learn and reflect: to share and explore; to accept that we are not aiming at perfection; to accept that mistakes will be made but to learn and build upon our knowledge and experiences to craft a more meaningful and engaging learning environment for our students. Through a series of practical and real-world case study chapters, this book seeks to provide the reader with a window into the day-to-day challenges of EMI teaching around the world and to offer opportunities to learn from the examples (successful and otherwise) of global colleagues. Although our context changes from country to country, from class to class, there is a kinship in the community of EMI teachers that provides a framework for engagement and experience sharing. In this book, we offer varying perspectives and lived examples of EMI design, delivery, classroom management, technology in teaching, assessment and quality v vi Introduction assurance. We provide insights from Taiwan, Uzbekistan, the UK and the Middle East to create a platform for global knowledge sharing. The book begins with Chia-Yi Lin discussing EMI within the Asian context of higher education and offering a foundation for ongoing review. The core themes of EMI are outlined at the outset of the book to ensure that the reader is able to more fully comprehend the world within which EMI teachers operate and the key constraints, motivations and opportunities that both push and pull activity on a daily basis. Chapter 2, Christopher Hill then outlines and highlights the key components needed for successful EMI delivery. This chapter, like those that follow, are full of examples and practical initiatives that teachers can adopt, adapt or develop to suit their own specific contexts and circumstances. In Chap. 3, Christopher Hill reviews EMI pedagogy and discusses classroom management techniques, teaching philosophy and material design and delivery. This chapter examines the role that a teacher plays in the learning process and explores our need to be reflect and self-aware when it comes to content, depth, level and delivery of our material. In Chap. 4, Christopher Hill explores the world on online EMI teaching and discusses the relative challenges and opportunities therein. The chapter pays partic- ular attention to how we can encourage and improve levels of student engagement through the environment we create and sustain. The chapter also looks at how we can manage the online learning experience and issues of assessment and review that we must consider and develop. In Chap. 5, Christopher Hill, Chia-Yi Lin, Yuen Ting Wan and Yu-Wen Chen provide both case studies and insight into the role of culture and multiculturalism in international education. The chapter explores the dynamic between teacher and student and offers practical suggestions on how this relationship can be navigated and developed. In Chap. 6, Christopher Hill discusses the use of language in EMI teaching and develops a series of practical teaching tips and techniques to support further student engagement and knowledge retention. In Chap. 7, Emad A. S. Abu-Ayyash, Mohammad A. Assaf and Mohammad I. Zabadi provide a detailed review and analysis of the value and importance of providing formative feedback in EMI classrooms. This informative chapter offers considerable insight into the process for developing appropriate and relevant assess- ment methods and how we can more fully support our students through the use of actionable and informative feedback. In Chap. 8, Chia-Yi Lin, Yan-Hua Chen, Yu-Wen Chen and Christopher Hill present a series of case studies and reflective insights to illustrate the core issues at play within EMI delivery and discuss the transferability of solutions. This chapter firmly demonstrates the commonality of experience for EMI teachers, irrespective of context of location, and, in so doing, highlights the value in information and experience sharing. In Chap. 9, Elena Volkova and Christopher Hill provides a case study approach of a long-established international university in Uzbekistan. Elena reviews the history Introduction vii and associated challenges of creating and maintaining a successful EMI programme, and through a series of first person reflections, she provides incredible insight into the journey EMI teaching undergoes and the roles that are played by teachers, policy makers and students alike. In Chap. 10, Christopher Hill and Lobar Mukhamedova explores the issue of quality assurance and provides an ethnographic narrative of her journey in supporting the development of transparent and sustainable EMI assessment methods and teaching protocols. As discussed in the initial chapters, the need to understand the broader context and environment of EMI teaching is critical as it shed light on moti- vational factors, opportunities and constraints. This chapter offers practical advice on how to navigate this journey. In Chap. 11, Chia-Yi Lin provides an in-depth review of EMI within the Taiwanese context and offers historical and situational analysis as to the realities and future directions of EMI teaching and learning. This book is a work in progress and an attempt to support EMI teachers and practitioners around the world. The reflective and practical nature of the book is designed to encourage active EMI course design and delivery engagement. We are united in our aims and objectives, and we should look to our community for ongoing engagement, knowledge exchange and support. This book is a practical guide, created in that vein. Christopher Hill Hsin Yuan Lai Contents 1 EMI Development in Asian Higher Education ................... 1 Chia-Yi Lin 1 EMI Development in Singapore .............................. 1 2 EMI Development in Hong Kong ............................ 3 3 EMI Development in Malaysia ............................... 4 4 EMI Development in Taiwan ................................ 6 4.1 Evolution and Current Practice .......................... 6 4.2 A Blueprint for EMI Training and Delivery, and Possible Challenges ................................ 8 References .................................................... 9 2 General Requirements for Successful EMI Delivery .............. 11 Christopher Hill 1 Reflection and Planning ..................................... 11 2 What Does an EMI Teacher Look Like? ....................... 13 3 Preparation and Delivery .................................... 14 3.1 What Should We Know Before Class? ................... 14 3.2 What Should We Do During Class? ...................... 14 3.3 What Should We Do After Class to Support Our Students? ............................................ 15 4 SWOT Analysis ........................................... 16 5 Key Challenges for EMI Teachers ............................ 17 5.1 Linguistic ............................................ 17 5.2 Pedagogical .......................................... 18 6 Next Steps ................................................ 18 References .................................................... 19 3 Classroom Pedagogy .......................................... 21 Christopher Hill 1 Teaching Philosophy ....................................... 21 2 Lecturing as Communication ................................ 22 3 Teaching Aims ............................................ 23 ix x Contents 4 Selecting and Structuring Content ............................ 25 4.1 Gain the Attention of the Students ....................... 26 4.2 Inform the Students of the Class Objectives ............... 26 4.3 Stimulate Recall of Prior Learning ....................... 26 4.4 Present the Content .................................... 27 4.5 Provide Guidance to the Learner ........................ 27 4.6 Elicit Performance .................................... 27 4.7 Provide Feedback ..................................... 28 4.8 Assess Performance ................................... 28 4.9 Enhance Retention and Transfer ......................... 28 5 Signposting ............................................... 28 6 Teaching Delivery ......................................... 29 7 Small Classrooms and Large Classrooms ...................... 30 References .................................................... 32 4 Teaching EMI Online .......................................... 33 Christopher Hill 1 Student Engagement ....................................... 33 2 Challenges with Online Learning ............................. 35 2.1 Use of Technology in Teaching .......................... 36 2.2 Managing an EMI Classroom Online ..................... 38 3 Practical Issues ............................................ 40 4 Assessment in Online Learning .............................. 43 References .................................................... 44 5 Understanding the Role of Culture in Teaching .................. 45 Christopher Hill, Chia-Yi Lin, Yuen Ting Wan, and Yu-Wen Chen 1 Introduction ............................................... 45 2 Global Context ............................................ 46 3 Cultural Differences and How a Multicultural Classroom Affects Teaching ........................................... 47 4 Local Context: Taiwan as a Multicultural Society ............... 49 5 Case Studies: EMI Instruction in a Multicultural Context ........ 51 5.1 Case Study 1: Multicultural Classroom in the Department of Business Administration .................. 52 5.2 Case Study 2: Multicultural Classroom in the Department of Industrial Design ................... 54 6 Conclusion ................................................ 55 References .................................................... 55 6 English Language Use ......................................... 59 Christopher Hill 1 Language Tips ............................................. 59 2 Language Delivery ......................................... 61 2.1 Role Play ............................................ 62 3 EMI Delivery Techniques ................................... 62 Contents xi 4 Things to Avoid ........................................... 63 5 Culture in the Classroom .................................... 65 6 Good Practice ............................................. 65 7 Delivery Methods .......................................... 66 References .................................................... 68 7 Issues in Formative Assessment and Feedback in EMI Classrooms ................................................... 69 Emad A. S. Abu-Ayyash, Mohammad A. Assaf, and Mohammad I. Zabadi 1 Introduction ............................................... 69 2 Alignment: Articulation and Coordination ..................... 71 3 Formative Assessment in Two Contexts ....................... 72 4 Feedback in Two Contexts .................................. 76 5 Conclusions and Recommendations .......................... 79 References .................................................... 79 8 Case Studies in Global Context—EMI in a Taiwanese University .................................................... 81 Chia-Yi Lin, Yan-Hua Chen, Yu-Wen Chen, and Christopher Hill 1 Introduction ............................................... 81 2 The Context: National Cheng Kung University and Its Development of EMI ....................................... 82 3 Case Study 1: EMI Course Delivery .......................... 82 3.1 Common Challenges for Delivering EMI ................. 83 3.2 Helpful Measures and Coping Strategies .................. 87 4 Case Study 2: An Online EMI Teacher Development Program for University Lecturers ............................. 90 4.1 Teachers’ Expectations of the Program ................... 90 4.2 Feedback on the Course Content and Requirements ........ 90 4.3 Insights and Conclusion ................................ 91 5 Review ................................................... 91 References .................................................... 92 9 The Importance of Teacher Training and Development: A Case Study from Uzbekistan ................................. 95 Elena Volkova and Christopher Hill 1 Introduction ............................................... 95 2 Course Aims and Rationale .................................. 96 3 Initiating the Training Program .............................. 97 4 Building Internal Capacity .................................. 97 5 Ensuring Quality Control ................................... 98 6 Outcomes of Program Development .......................... 99 7 Adapting the Course Over Time .............................. 99 8 Teaching Strategies Implemented in the Classroom ............. 100