21st century trends in internal security
education - teaching in English (EMI)
Evelyn Soidla
EASS Language Centre
lecturer
Content
1. Brief background
2. Introduction to ICLHE (Integrating Content
and Language in Higher Education) and EMI (English
for Medium Instruction)
3.
4.
5.
6.
Fact-finding study in EMI
Conclusions
Video
Panel
Background
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English, French, Spanish
400 million – native language
430 million – L2
Globalisation, mobility, internationalisation
and education
Lingua Franca (House, 2013)
EU agenda in 1999; the Bologna process
EC 9 years later – mother tongue plus 2
languages
Holland, Sweden (2008)
CLIL
CLIL refers to situations where subjects, or parts
of subjects, are taught through a foreign
language with dual-focused aims, namely the
learning of content, and the simultaneous
learning of a foreign language. (Marsh, 2002)
ICLHE
ICLHE is considered to have the same focus as
CLIL but in the HE arena. Specifically, language
outcomes are on the agenda as well as content.
EMI
English as a Medium of Instruction, which is the
use of English as a means to teach and to learn
curricular non-linguistic subjects in foreign or
second languages.
Comparison
CLIL
ICLHE
EMI
Teaching through English
Integrating Content and
Language
Teaching in English
Primary and Secondary
Education
Tertiary Education
Mostly in Tertiary
Education
2 teachers in class
2 teachers in class
1 teacher in class (language
teacher support during
preparation)
Study 1
• English as a medium of instruction – a growing
global phenomenon
• Julie Dearden (the Senior Research and Development Fellow in English as Medium of
Instruction (EMI) at Oxford University Department of Education (OUDE))
• October 2013 to March 2014
• 55 countries (18 from Europe: Bulgaria, Croatia, Cyprus,
Czech Republic, Estonia, Germany, Greece, Hungary, Italy,
Macedonia, Netherlands, Portugal, Serbia, Spain, Switzerland,
Austria, Poland)
• to map the size, shape and future trends of EMI
worldwide
Findings 1
The findings were reported under the following
five sections:
1. The growth of EMI as a global phenomenon.
2. Official policies and statements on EMI.
3. Different national perspectives on EMI.
4. Public opinion on EMI.
5. Teaching and learning through EMI.
Findings 2
Two out of five sections will be highlighted:
1. The growth of EMI as a global phenomenon.
2. Official policies and statements on EMI.
3. Different national perspectives on EMI.
4. Public opinion on EMI.
5. Teaching and learning through EMI.
Czech Republic:
University study
programmes in English are
created mainly for
the sake of foreign students.
Netherlands:
The Dutch government has a
policy in place
that is aimed at
internationalisation of education,
especially for secondary and
tertiary.
Cyprus:
EMI is introduced in tertiary
education to attract
foreign students to Cyprus.
Findings 3
2. Official policies and statements on EMI.
About half of the countries reported that official
statements concerning EMI had been made
publically available, BUT
with a very diverse view.
Less than 40 per cent of respondents reported
that policies on EMI exist, BUT
without any implementation level.
Findings 4
5. Teaching and learning through EMI.
Their replies touched on the following areas:
• a lack of resources
• a lack of EMI teachers
• a lack of clear guidelines for teaching
• a standard level of English for EMI teachers
• need for special exams and assessment criteria
• the role of language centres and English teachers.
Conclusions 1
1. There is a need for certain EMI teacher
characteristics
Examples:
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They care about the language
They care about the students
They have an experience themselves
Their mobility/experience in EMI was a choice
2. There is a need for certain EMI teacher
competencies
EMI\CLIL teacher competencies.pdf
Conclusions 2
• There are public statements and policies
about EMI, but not very diverse.
• The common standards in Europe are not
defined fully.
• Only a few countries have some guidelines for
EMI teaching standards.
• There is a lack of EMI teacher resources.
Conclusions 3
Let`s have a common goal!
Attributes of an EMI lecturer (study):
The most important :
‘the ability to explain difficult concepts’
‘the ability to create an interactive environment’.
The least important:
‘a belief that you can help students improve their English’,
‘a reflective approach’
‘an awareness of the potentially diverse cultural
backgrounds of the students’.
Sources
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Linguistic Outcomes of English Medium Instruction Programmes in Higher
Education: A study on Economics Undergraduates at a Catalan University. 2015
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English as a medium of instruction – a growing global phenomenon. 2015
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The CLIL teachers`competence grid. 2010
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The Training and Accreditation of Teachers for English Medium Instruction: A
Survey of European Universities. 2014/2015
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“Introducing English-Medium instruction at the University of Lleida, Spain:
Intervention, beliefs and practices.”2013
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English as a Medium of Instruction at an Italian Engineering Faculty: an
Investigation of Structural Features and Pragmatic Functions. 2011