ORIGINAL ARTICLE
English medium instruction in higher education: Teacher perspectives on professional development and certification
Ernesto Macaro,
Mustafa Akincioglu,
Shuangmiao Han,
Corresponding Author
Ernesto Macaro
Department of Education, University of Oxford, Oxford, UK
Correspondence
Ernesto Macaro, Department of Education, University of Oxford. Oxford, OX2 6PY, UK
Email: [email protected]
Search for more papers by this authorMustafa Akincioglu
Department of Education, University of Oxford, Oxford, UK
Search for more papers by this authorShuangmiao Han
College of Education, Zhejiang University, Hangzhou, China
Search for more papers by this authorErnesto Macaro,
Mustafa Akincioglu,
Shuangmiao Han,
Corresponding Author
Ernesto Macaro
Department of Education, University of Oxford, Oxford, UK
Correspondence
Ernesto Macaro, Department of Education, University of Oxford. Oxford, OX2 6PY, UK
Email: [email protected]
Search for more papers by this authorMustafa Akincioglu
Department of Education, University of Oxford, Oxford, UK
Search for more papers by this authorShuangmiao Han
College of Education, Zhejiang University, Hangzhou, China
Search for more papers by this authorAbstract
enThe growth in academic subjects taught through English, in non-Anglophone countries (English medium instruction, EMI) has been matched by growth in research into its desirability. Research has also indicated that EMI teachers need professional development (PD) to teach effectively. Although PD programmes are available, there is no consensus as to the competencies needed of an EMI teacher, nor of their certification. Our international survey explored teacher perspectives on proposed competencies in relation to the language challenges faced by EMI students and whether teachers believe certification is desirable. Teachers were keen to obtain certification at an international level thereby providing an aspect of programme quality assurance. However, they saw obstacles to obtaining competences beyond merely a threshold level of their own general language proficiency.
Abstract
zh全球化的不断发展促使着越来越多的非英语国家鼓励以英语为媒介的教学 (English Medium Instruction, EMI)。实践中的丰富应用推动了研究的不断发展。研究表明, EMI 教师需要通过多方面的职业发展项目以提高其教学的效果。虽然目前存在着种类繁多的 EMI 教师职业发展项目, 但对于EMI教师到底需要什么样的技能, 如何认证其技能的研究尚属空白。本文基于跨国问卷调查研究, 从EMI教师视角出发考察了他们对于现状挑战、教师技能和技能认证的认知。研究表明, 教师对获取具有国际通行性的EMI教师认证持积极态度, 但认为其具体设计与执行仍面临多重困难。
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