EMI Teacher Self-Access Training Course Development Monica Hamciuc Miyazaki Interna@onal College, Japan
Abstract: Approximately one third of colleges and universi@es in Japan have introduced English Medium Instruc@on as part of their plan to interna@onalize their curriculum and their campus. At the same @me, recent data (MEXT report published in May 2016) shows that English reading, listening, wri@ng and speaking of junior high and high school students in Japan have failed to meet the government’s targets. Furthermore, most of the @me, EMI teachers are experts in their academic field, but have no pedagogical training whatsoever in teaching EFL students with low language ability. The combina@on of untrained teachers and unprepared students oUen leads to less than desirable results. To tackle this issue, the presenter has created a self-access training course that can equip EMI teachers with the tools they need to create significant learning experiences. The course introduces key concepts of the program curriculum, such as EMI, CLIL, ac@ve learning and cri@cal thinking through short videos and reading material. It guides the teacher/ learner through the steps of developing an EMI course for EFL learners, beginning with needs analysis, and moving on to selec@ng topics and texts, lesson delivery and assessment. It also provides access to resources, relevant research data and further reading resources.
Background: EMI Issues Student related
Teacher related
ü Low English o High expecta@ons proficiency o Lack of training ü Low mo@va@on o Misunderstanding ü Lacking the role of EMI background o Lacking knowledge pedagogical skills ü Lacking study skills
Self-training course objec@ves u Highlight educa@onal goals at the ins@tu@on u Highlight issues in EMI u Offer possible solu@ons to handle issues u Create a professional community & chances for communica@on
Self-training course structure Introduc@on of key concepts: • CLIL & EMI • Ac@ve learning • Cri@cal thinking • 21st century skills EMI course design: • Understanding your students (needs analysis) • Selec@ng your topics & texts • Syllabus design • Lesson delivery & tools • Assessment Student mo@va@on: • Student voices • How to engage students
Moodle-based course ² Videos with quizzes & comments (developed using the EdPuzzle tool) ² Forums (for discussion) ² Files (presenta@on slides, ar@cles, in-house documents) ² Pages (with informa@on & links) ² Assignments
Years 1 & 2
Years 3 & 4
EFL courses: oral Senior thesis communica@on, prepara@on courses reading and academic (academic wri@ng) wri@ng TOEIC test prepara@on courses CLIL courses (teamtaught by EFL and content instructors)
EMI courses (taught by content instructors only)
Other general & elec@ve courses
Other general & elec@ve courses
Educa5onal keywords: Ac@ve learning Cri@cal thinking Communica@on skill Global perspec@ves
Introduc@on of key concepts: CLIL & EMI Ac@ve learning Cri@cal thinking 21st century skills
Use of internal resources Many in-house resources were used to create this course. Among them, • Conference presenta@on slides presented by faculty • Handbooks created by faculty for FD purposes • Posters, ar@cles wricen by working groups and individual faculty • Links to in-house resources (journals, online templates, so on)
Issues The current Moodle course structure includes forums and assignments. However, the main intended use of this course is for individual study, or self-orienta@on. On the other hand, zero interac@on lacks appeal. Ques5on: Is there a way to track progress in Moodle without giving feedback?
For access to ALL of the videos created for this course, please scan QR code below.
For access to other materials created for this course, please scan QR code below.
To contact presenter, please e-mail below.
[email protected]
