1. What is the focus of the professional development programme?
The focus of the professional development programme is to design, implement, and evaluate a programme that leads content teachers to plan and design courses through the medium of English, aiming to develop both students' content and English language skills. The programme also emphasizes the use of digital tools to enhance higher education teachers' digital competences, combining them with language and methodological competences to promote effective teaching skills in an ICLHE context. The programme's theoretical framework, detailed description, justification, and evaluation are presented in different sections of the paper. The combination of communicative and pedagogical skills, especially digital ones, is highlighted, and participants' feedback is considered in the qualitative evaluation. The paper concludes with final thoughts, limitations, and avenues for further research.
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2. What factors are important in designing EMI training programmes?
Important factors in designing EMI training programmes include institutional promotion of EMI, provision of necessary resources and support, focusing on bilingual teachers' pedagogical competence, and developing students' academic language and communication skills. Previous research emphasizes the need for effective programmes that consider study bilingual teachers' needs and motivations. Additionally, awareness of specific linguistic and discoursal features used in academia is crucial for university teachers, especially those teaching through the medium of English. Combining language and pedagogical skills, adapting to the language/content continuum, and utilizing digital resources can enhance the effectiveness of EMI training programmes.
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3. What are the methodological principles followed in the training program for ICLHE lecturers?
The training program for ICLHE lecturers follows several methodological principles, including Communicative Language Teaching (CLT), Task Based Learning (TBL), Second Language Acquisition (SLA), digital competences, and Visible Learning. CLT principles such as making meaningful use of the language in the classroom, fostering pair and group work, and promoting exchange of information and ideas among peers are followed. SLA principles are also considered, with strategies and tools used to make input comprehensible. Digital competences are emphasized, with the use of EdTech resources and the Digital Competence Framework for Educators. Visible Learning principles are applied through reflection and metacognition, with educators being made aware of what they are learning, why they are learning it, and how they can transfer that learning into their classes. The program also incorporates the SAMR Model for technology integration in the classroom, with levels of integration and use of technology in learning activities.
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4. What are the main challenges faced by ICLHE teachers in teaching through the medium of English?
The main challenges faced by ICLHE teachers in teaching through the medium of English include anxiety and uncertainty. These challenges are common among Spanish university teachers, as reported in studies such as Nieto Moreno de Diezmas & Ferna ndez Barrera (2021). The professional development programme for ICLHE teachers at Universidad de Zaragoza aims to address these challenges by providing training courses that focus on developing language and communicative skills, as well as confidence in using English for teaching purposes. The courses cover various language functions used by academics, such as defining objects and concepts, explaining processes and procedures, describing events, devices, and data in visuals, presenting taxonomies and classifications, and providing outlines, summaries, and overviews. Additionally, the programme offers courses on guiding input, supporting output, and structuring interaction, as well as specific training for disciplinary cultures and discourse characteristics in different fields like Social Sciences and Humanities, Science and Engineering, and Bio Sciences. By addressing these challenges and providing comprehensive training, the programme aims to enhance the effectiveness of ICLHE teachers in teaching through the medium of English.
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