CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology

There has recently been an increase in English as a medium of instruction (EMI) in higher education (HE). The growth of EMI has led to a proliferation of descriptive research on teachers' linguistic competence, learners' and teachers' perceptions of and attitudes toward EMI, the methodology implemented in English as a medium of instruction, and the support and training provided to EMI teaching staff. However, to date, this rise in EMI has not been accompanied by a plethora of research on pedagogical and linguistic considerations. This chapter sheds light on some of these factors, with a focus on lecturers' teaching methodology. Focus group interviews and case study analyses were conducted involving EMI lecturers from a university in southern Spain. The data obtained in this study have been used to establish a pedagogical proposal for in-service EMI teacher training.

Equipping Educational Developers for Inclusive International Programs in Higher Education

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

The Pedagogical Dimension and the Use of Materials in English-Taught Programs in Higher Education

The necessity to develop the language proficiency of students in higher education and to equip them with the necessary professional and multicultural competences has become a priority in higher education. Irrespective of the different kind of proposals available, it is a fact that, today, English-taught programs are raising a great deal of interest. However, very little attention is being given to the pedagogical dimension, not only to what concerns the specific methodologies, but also to the resources with which they work. In this chapter the authors will review the basic principles that should encourage the development of materials adapted for bilingual teaching, and more specifically, they will analyse the properties and most relevant characteristics that these materials must possess, ending up by offering a practical instrument regarding the criteria that should encourage the design and development of didactic materials for bilingual education at the tertiary level.

“He's a Good Lecturer in Any Language”

With English-medium instruction (EMI) as a growing trend worldwide, a major concern is whether teaching quality is affected in the shift from L1 to English. Taking a broad view of effective EMI teaching, which goes beyond language proficiency, this chapter analyzes two parallel lectures delivered in the L1 and in English by the same lecturer, exemplary of good teaching. Combining qualitative and quantitative methods, this study explores what makes effective EMI teaching according to stakeholders' perspectives and whether it changes from L1 to EMI. By comparing lecturer's discourse and lecturing style (personal/impersonal, interactive/monologic, formal/informal), students' satisfaction, accounts of classroom practices, and participants' views of what makes effective lecturing, this study provides a detailed view of the elements that make up effective EMI lecturing in order to derive implications for EMI training.

Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs

This chapter aims to elucidate needs and competences of content teachers participating in higher education multilingual programs in order to devise a tailored training program for those contexts in which the language is not used naturally, and in which the teachers usually present some language difficulties to deliver, and students to comprehend, the lessons. The chapter starts with a discussion of the teachers' needs and follows with an analysis of the competences for CLIL teaching, offering a list of indicators which are embraced in three main dimensions: language, methodology, and emotion. These indicators provide the framework for teacher trainers and other stakeholders to design training courses. The methodology of the training has also been discussed and advised, taking the form of workshops, team teaching, reflective teaching, and other options, in both short-term and long-term bases.

Systemizing Professional Development for Teaching Through English in Higher Education

This chapter suggests that successful and sustainable implementation of EMI in higher education can benefit from a systems approach. Drawing on general system theory, this approach enables a systemic development process for having academic programmes taught through English so that the roles of all key components of a university as an ecosystem are harmonized. The established and emergent components of the process are identified through a key development indicator matrix. The matrix enables holistic coordination so as to maximize the potential for long-term quality impact of teaching through English. The matrix is described here with respect to a 2015-2019 higher education languages strategy implemented at a major public university in Mexico, which has led to development and launch processes for English-medium education.

Enhancing Interactional Competence in EMI

This chapter shows the role of in-service EMI teacher reflective practices by showcasing the use of self- and peer-reflection on classroom interaction by two EMI lecturers at UAM. Based on previous models for the analysis of classroom interactional competence at tertiary level and in CLIL contexts, the authors apply the video technology of VEO, which helps teachers to gather and interpret their own teaching evidence and that of others. This interpretation is based on a tagging system that allows EMI teachers to identify types of interactional patterns, their frequency, and their effect in their observation of their own video-recorded lessons. These reflections are then followed by their trainers' own reflections on these practices, which can be added as comments in the VEO tool. In addition, students' perceptions on these practices are analysed through their answers to a questionnaire administered right after each lesson.

EMI at Tertiary Level in Spain

This chapter examines the state-of-the-art of EMI lecturing at Cadiz University, Spain. The rationale of the research lies in the lecturers' main challenges for issues related to the use of EFL and EMI methodologies. Data were collected from a questionnaire to which EMI lecturers responded (N=22; 69%) and from a focus group carried out with a cross-sectional sample of participants (N=6). The conclusion sheds light on the following: For the first time, Spanish universities have started to design language policies aimed at using English for lecturing, although the initial implementation shows diverse effects, depending on whether EMI teaching takes place in one scientific area or another. This panorama suggests an adaptation of EMI training. Secondly, lecturers are committed to EMI training not only for language but also for methodological issues. They also demand greater recognition for teaching courses in EFL. Potential solutions and recommendations are proposed.

From EMI to ICLHE

Sensitive to the demands expressed by society concerning the need to boost foreign language competences in schools, The Faculty of Education of a university based in Catalonia, Spain, set up an English-Medium Teacher Education Bachelor's Degree (EMI-TED) based on the “Internationalisation at Home” model formulated by Nilsson. Basing itself on ethnographic and documentary data collected in the course of years 1 to 4 of the pilot project, this chapter reports on the process followed by the team of EMI instructors in their attempts to plan and deliver their subjects while remaining responsive to the unique challenges posed by the use of an additional language as the vehicle for learning. More specifically, it reports on their attempts to collaboratively design a planning tool that would help them to organise their teaching and cater for the simultaneous development of both the students' professional competences and their language and discourse competences in English. The chapter ends with a set of recommendations for L2-medium teachers and teacher educators.