Email: mltsai@mail.ncku.edu.tw Chapter 4 Collaboration Between ESP and EMI Teachers Mei-Ling Tsai, PhD Department of Physiology Medical School National Cheng Kung University, Tainan, Taiwan Global Competence Professional Intercultural English -L1 -L2 -EFL International Programs in EFL with English-medium Instruction (EMI) Advanced Academic English Skills in a Specific Discipline? Co-teaching how to write effectively must INTEGRATE and CREATE new values Structure Critical Thinking EMI/ESP integration Content Discipline Expertise EMI teachers WRITING SPEAKING Language ESL Expertise ESP teachers Innovative practice to harmonize the best practice between ESP and EMI teachers Year of Study Freshman Work intensity of Discipline-specific Knowledge Low Work intensity of English skills training High EAP Co-teach Innovative ESP Senior in Undergraduate or Graduate Programs Traditional Non-EMI EMI courses High Low Global Competence Innovative ESP for Adult Learning Co-teaching and small-group learning via interactive Team Work Three must-ask questions for team teachers in innovative ESP courses What to teach? Who to teach? How to teach? What to teach? Critical Thinking Effective Learning Skills Content WRITING SPEAKING Language Effective learning skills with critical thinkingfor adults Who to teach? Passion with self-actualization Content Discipline Expertise EMI teachers WRITING SPEAKING Language ESL Expertise ESP teachers An internal need of self-actualization for self-improvement How to teach? Instructional Pedagogy for meaningful learning Content Discipline Expertise EMI teachers WRITING SPEAKING Language ESL Expertise ESP teachers Meaningful Learning Task-based learning Problem-Based Learning Case-Based Learning (ML Tsai) Paper-Based Learning (Paul Saunders) Reflections Knowledge Prior knowledge Skills Small group Prior knowledge via discussion Task-based + learning With a short abstract Problem-Based + Learning no lectures Case-Based + Learning align with lectures Paper-Based + Skills/Knowledge reconstruction Skills Knowledge Skills and knowledge More skills and Case-based Learning in EMI courses Case Study-Part 1 Mr. Tang, a 25-year-old salesman comes to our hospital because his armpit temperature increases slightly to about 38 C mostly everyday between the afternoon and the early evening. In the interview, he said that he is not married and has a bisexual preference. Physical examinations show clear consciousness and that the patient is slightly under-weight. Blood pressure is normal. Heart rate, respiration rate, and armpit temperature is higher than normal. Small white patches and ulcers appear on the mucosa in the oral cavity. Multiple lymph nodules on the neck with non-painful responses to palpation are found. Chest Xray shows interstitial infiltrations in the upper lung. Time MeetProcess Teacher in ing charge Wk 1 1 Step 1: Vocabulary/Definition in Part 1 of the case. ESP Step 2: Key Information/Relevance in Part 1 of the case. EMI Step 3: Grouping key information and explaining the causal effect between two key sources of information. Step 4: Hypotheses for the major problem the patient raised in the case (possible mechanisms). Step 5: Identification of supporting data or evidence in this case to support the hypothesis proposed in Step 4. Step 6: Negotiating and determining learning objectives for each individual. Step 7: Submission of learning objectives. 2 1. EMI lecture 1- related to Part 1 in the case. EMI ESP 2. Introduction of oral presentation. 3. Self-study on the learning objectives. Wk 2 1 1. Give an oral report on the learning issues based on Part 1. EMI 2. Repeat the process from Step 1 to 7 on Part 2 in the case. ESP 2 1. EMI lecture 2- related to Part 2 in the case. EMI 2. Orientation of writing assignment. ESP Wk 3 1 Give an integrated oral report and submit a writing report based on EMI Parts 1 and 2. ESP 2 Reflection/Wrap-up on both knowledge and language. EMI /ESP Innovative ESP Team-teaching and small-group discussion in situated learning environment to improve critical thinking and meaningful learning in ESP