How can EMI programmes be optimised by students and lecturers through training in innovative pedagogies based on interaction, collaboration and exchange?

Abstract

English as a medium of instruction (EMI) is not a new phenomenon; however, due to various policies, it is being implemented without much guidance for teachers and students. Despite its growing popularity, many institutions need proper implementation plans. Instead, many courses are offered with a lot of translanguaging rather than courses offered entirely in English. EMI is often negatively viewed as a result of top-down approaches and the need to fulfil the globalisation policy set by the European Union, according to Cabral-Cardoso (2020), Parijs (2021) and Lasagabaster (2022), among others. Several methods have been proposed to tackle this problem; however, new, innovative training programmes must be implemented to provide more benefits for students and teachers. This innovation proposal addresses these challenges and proposes a new interaction, collaboration, and exchange model between English teachers, EMI lecturers, and EMI students that aligns with innovative pedagogies to optimise EMI programmes in higher education. This is a bottom-up approach which will, step by step, offer to train prospective EMI teachers to provide high-quality instruction in the English language using student-centred pedagogies. It also allows students to participate in content-based instruction programmes with a linguistic aim based on the content of their degrees. It offers collaborative exchanges between EMI teachers and students and English instructors and EMI teachers as additional support throughout the first year of the EMI programme. This new model will ensure that EMI instruction is more aligned with the globalisation policy and benefit students and teachers, making it a positive phenomenon for all parties involved.