Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development

As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability...

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Main Author: Dafouz, Emma
Format: Article
Language:English
Published: Universidad de Alicante 2021-01-01
Series:Revista Alicantina de Estudios Ingleses
Online Access:https://raei.ua.es/article/view/2021-n34-repositioning-english-medium-instruction-in-a-broader-international-agenda-insights-from-a-survey-on-teacher-professional-development
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spelling doaj-2dce33f63bbb43acad978b335960a20b2021-02-03T19:41:29ZengUniversidad de AlicanteRevista Alicantina de Estudios Ingleses0214-48082171-861X2021-01-01341510.14198/raei.2021.34.08Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional DevelopmentDafouz, Emma As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose of this article is to argue for the need to reposition EMI teacher professional development (TPD) in a broader engagement portfolio, one that aligns more directly with the internationalization strategies of universities and that incorporates all the agencies involved. Adopting an applied linguistic angle, this study focused specifically on the Strategic Action Plan for TPD implemented between 2016-2019 at a large Spanish university. Methodologically, the study drew on an intra-university survey addressed to academic staff (n=2091) as a needs-analysis to tap into lecturers’ views of internationalization and EMI. The results will be useful for universities wishing to develop EMI TPD initiatives from an international perspective. The study closes with a reflection on the implications for the stakeholders involved, from university management, to academic staff, EMI educational developers and English language specialists.https://raei.ua.es/article/view/2021-n34-repositioning-english-medium-instruction-in-a-broader-international-agenda-insights-from-a-survey-on-teacher-professional-development
collection DOAJ
language English
format Article
sources DOAJ
author Dafouz, Emma
spellingShingle Dafouz, Emma
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
Revista Alicantina de Estudios Ingleses
author_facet Dafouz, Emma
author_sort Dafouz, Emma
title Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
title_short Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
title_full Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
title_fullStr Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
title_full_unstemmed Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
title_sort repositioning english-medium instruction in a broader international agenda: insights from a survey on teacher professional development
publisher Universidad de Alicante
series Revista Alicantina de Estudios Ingleses
issn 0214-4808
2171-861X
publishDate 2021-01-01
description As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose of this article is to argue for the need to reposition EMI teacher professional development (TPD) in a broader engagement portfolio, one that aligns more directly with the internationalization strategies of universities and that incorporates all the agencies involved. Adopting an applied linguistic angle, this study focused specifically on the Strategic Action Plan for TPD implemented between 2016-2019 at a large Spanish university. Methodologically, the study drew on an intra-university survey addressed to academic staff (n=2091) as a needs-analysis to tap into lecturers’ views of internationalization and EMI. The results will be useful for universities wishing to develop EMI TPD initiatives from an international perspective. The study closes with a reflection on the implications for the stakeholders involved, from university management, to academic staff, EMI educational developers and English language specialists.
url https://raei.ua.es/article/view/2021-n34-repositioning-english-medium-instruction-in-a-broader-international-agenda-insights-from-a-survey-on-teacher-professional-development
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