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International Journal of Bilingual Education and Bilingualism Volume 23, 2020 - Issue 3: Special Issue on The role of languages in English-Medium Instruction (EMI) at university
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Articles

Professional development through reflective practice for English-medium instruction (EMI) teachers

Thomas S. C. FarrellDepartment of Applied Linguistics, Brock University, St Catharines, ON, CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8588-3516
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Pages 277-286 | Received 14 Dec 2018, Accepted 19 Apr 2019, Published online: 16 May 2019

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Ernesto Macaro & Lili Tian. (2023) Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development 44:10, pages 1076-1091.
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Nur Arifah Drajati, Hilda Rakerda, Martono, I Putu Indra Kusuma, Siti Drivoka Sulistyaningrum & Ma’rifatul Ilmi. (2023) Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice. Reflective Practice 24:4, pages 496-508.
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Rui Yuan, Tiefu Zhang & Mo Li. (2023) ‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education. Language and Education 37:4, pages 529-545.
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Thi Kim Anh Dang, Gary Bonar & Jiazhou Yao. (2023) Professional learning for educators teaching in English-medium-instruction in higher education: a systematic review. Teaching in Higher Education 28:4, pages 840-858.
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Tao Xiong, Ziyu Song, An Zhou & Xiaojia Huang. (2023) EMI teachers’ agency in the context of international education in China: language choice, identity construction, and cultural negotiation. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-15.
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Ma’rifatul Ilmi, Nur Arifah Drajati & Kristian Adi Putra. (2023) Linking the theory and practice: self-reflections on technology-integrated English grammar teaching. Reflective Practice 24:2, pages 125-136.
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Ernesto Macaro & Ikuya Aizawa. (2022) Who owns English medium instruction?. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Ada Bier. (2022) From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface. Innovation in Language Learning and Teaching 16:4-5, pages 351-365.
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Miia Konttinen. (2022) Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training. Innovation in Language Learning and Teaching 16:4-5, pages 381-391.
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Jinfen Xu & Shanshan Zhang. (2022) Development of EMI teacher language awareness: does team teaching help?. Language and Education 36:4, pages 362-377.
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Rui Yuan, Mo Li, Jing Peng & Xuyan Qiu. (2022) English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: a textual analysis. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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David Block & Balbina Moncada-Comas. (2022) English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism 25:2, pages 401-417.
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Christian Beighton. (2021) Convergent correlationism: analyzing teacher educators’ reflection on professional practice. Reflective Practice 22:6, pages 796-808.
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Yaqiong (Sue) Xu & Anna Krulatz. (2023) “Multilingualism is a resource, not a difficulty”: Exploring Norwegian teachers’ beliefs and reported practices in multilingual settings. Teaching and Teacher Education 136, pages 104332.
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Esther Asiedu, Ebenezer Malcalm, Afia Nyarko Boakye & Cornelius Kwarkoh Kwarkoh Amoah. (2023) Graduate employability skills of business students: the moderating role of reflective practices. Higher Education, Skills and Work-Based Learning.
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Reema Abouzeid, Cassi Liardét & Victor Khachan. (2023) Lebanese EMI instructors’ role identity and teaching practices. Journal of English-Medium Instruction.
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Anshul Sharma, Khushal Thakur, Kiran Jot Singh & Divneet Singh Kapoor. 2023. Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education. Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education 325 354 .
Songcun Zhang & Zuwati Hasim. (2023) Perceptions and Coping Strategies in English Writing Among Chinese Study-Abroad Graduate Students. SAGE Open 13:3.
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Nothando Sithulile Nkambule & Chia-Wei Tang. (2023) Building a case for communities of practice as drivers of innovative teaching in English medium instruction context. Higher Education.
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Takahiro Sato, Ryan T. Miller, Shinichi Nagata, Maho Fuchikami, Rie Yamada, Takahiro Kitamura & Satoshi Shimizu. (2023) Japanese Professors’ Experiences in Teaching Sport for Development in Online English-Medium Courses. SAGE Open 13:2, pages 215824402311764.
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Rui Yuan. (2021) Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?. RELC Journal 54:1, pages 267-279.
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Margaret Gleeson. (2023) Pseudo-compliance or convergence?. Australian Review of Applied Linguistics 46:1, pages 99-123.
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Mohammad Hossein Arefian & Hamide Nami. (2023) Action Research Literacy as a Reflective Tool for Unmonitored Iranian-Novice EFL Teachers. International Journal of Educational Reform, pages 105678792311635.
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Katrien L.B. Deroey. (2023) English medium instruction lecturer training programmes: Content, delivery, ways forward. Journal of English for Academic Purposes 62, pages 101223.
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Yaqiong Xu & Anna Krulatz. 2023. Continuing Professional Development of TESOL Practitioners. Continuing Professional Development of TESOL Practitioners 277 302 .
Yen-Hui Lu. (2020) A Case Study of EMI Teachers’ Professional Development: The Impact of Interdisciplinary Teacher Collaboration. RELC Journal 53:3, pages 642-656.
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Seonmin Park, Sung-Yeon Kim, Hikyoung Lee & Eun Gyong Kim. (2022) Professional development for English-medium instruction professors at Korean universities. System 109, pages 102862.
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Irina Rets, Lluisa Astruc, Tim Coughlan & Ursula Stickler. (2022) Approaches to simplifying academic texts in English: English teachers’ views and practices. English for Specific Purposes 68, pages 31-46.
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David Lasagabaster. 2022. English-Medium Instruction in Higher Education. English-Medium Instruction in Higher Education.
Denchai Prabjandee & Pornsiri Nilpirom. (2022) Pedagogy in English-Medium Instruction (EMI): Some Recommendations for EMI Teachers. rEFLections 29:2, pages 421-434.
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Sühendan ER, Zerrin TOKER & Seçil YÜCELYİĞİT. (2022) In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development. Kuramsal Eğitimbilim 15:3, pages 639-660.
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Bridget Goodman, Assel Kambatyrova, Kamila Aitzhanova, Sulushash Kerimkulova & Andrey Chsherbakov. (2021) Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis. TESOL Quarterly 56:2, pages 713-749.
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Balbina Moncada-Comas & Irati Diert-Boté. 2022. Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education. Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education 146 183 .
Jolita Horbacauskiene. 2022. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching 154 170 .
Mohammad Mosiur Rahman, Liza Reshmin, Evita Amin & Abdul Karim. (2022) The Influence of Apprenticeship of Observation on Business Teacher’s Beliefs and Attitudes Towards English-Medium Instruction: A Case Study. Pertanika Journal of Social Sciences and Humanities 30:1, pages 171-189.
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Awad Alhassan, Simona Floare Bora & Yousif Abdelbagi Abdalla. (2021) Collaboration with EAP teachers in English‐medium instruction contexts in higher education: Content lecturer perspectives. TESOL Journal 13:1.
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Avita Katal, Vijay K. Singh, Tanupriya Choudhury & Faisal Imran. (2022) Enhancing Teaching and Learning through Peer Observation: An Indian Case Study. Education Research International 2022, pages 1-13.
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K.N. Volchenkova, A.A. Nenakhova & E.Yu. Egorova. (2022) “IT DOESN’T SCARE ME NOW!”: CHANGES IN TEACHER IDENTITY AFTER EMI TRAINING. Bulletin of the South Ural State University series "Education. Educational Sciences" 14:2, pages 108-122.
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Qilai Zhou, Qingying Zhang, Wei Feng & Shangyu Huang. 2022. Advances in Artificial Systems for Medicine and Education V. Advances in Artificial Systems for Medicine and Education V 526 537 .
Erkan Arkın & Kenan Dikilitaş. 2022. English as the Medium of Instruction in Turkish Higher Education. English as the Medium of Instruction in Turkish Higher Education 135 153 .
Mustafa Çoban & Salim Razı. 2022. English as the Medium of Instruction in Turkish Higher Education. English as the Medium of Instruction in Turkish Higher Education 217 231 .
Xiao Lan Curdt-Christiansen, Bin Gao & Baoqi Sun. (2021) How to kill two birds with one stone: EMI teachers’ needs in higher education in China. Applied Linguistics Review 0:0.
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Awad Alhassan. (2021) Challenges and Professional Development Needs of EMI Lecturers in Omani Higher Education. SAGE Open 11:4, pages 215824402110615.
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Takuro Uehara & Naoko Kojima. (2021) Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach. Education Sciences 11:8, pages 384.
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Irina Rets & Jekaterina Rogaten. (2020) To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification . Journal of Computer Assisted Learning 37:3, pages 705-717.
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Kerry Pusey. (2020) Lessons Learned Piloting an EMI Support Course at a Southern Brazilian University. BELT - Brazilian English Language Teaching Journal 11:2, pages e39470.
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Haijiao Chen, Jinghe Han & David Wright. (2020) An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China. Sustainability 12:10, pages 4046.
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