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Just published Open Access in Language Teaching :
A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022
Published online by Cambridge University Press: 30 January 2025
Kailun Wang, Rui Yuan and Peter I. De Costa
Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, namely: (1) formal training activities; (2) opportunities for teacher collaboration; and (3) self-initiated practices. For each route, we presented a critical appraisal of their design and implementation, as well as reported gains and challenges. Meanwhile, we also conducted a critical analysis of the methodological issues pertaining to the selected papers. Overall, we argue that EMI teacher development in higher education is largely construed as a hybrid, contested, and transformative enterprise featured by EMI teachers' constant boundary-crossing at different levels to seek professional growth in linguistic, pedagogical, cultural, and psychological domains. During this process, EMI teachers may encounter conflicted dispositions, power asymmetries, and individual contradictions. Such a process thus requires EMI teachers to rethink, reexamine, and reflect critically on their accustomed preconceptions and practices, in order to facilitate transformation and achieve sustainability in the long run. The review also presents implications for EMI teachers, teacher educators, policymakers, and researchers on effectively facilitating EMI teacher development in higher education.
https://www.cambridge.org/core/journals/language-teaching/article/critical-review-of-english-medium-instruction-emi-teacher-development-in-higher-education-from-2018-to-2022/274760963B396A7042ADA1E4268BCCDA
BY Research Methods in AL
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