Conducting EMI with students of diversified backgrounds

Abstract

Amidst the global phenomenon of English being used as the medium of instruction (EMI) in higher education, it has been found that such a trend is particularly prevalent in several academic disciplines, including the field of business and management (Dearden, 2014; Macaro et al., 2018; Pritasari et al., 2019). EMI teachers in the fields of business and management face the pressure of managing classes that often comprise of students of diverse backgrounds. Moreover, in keeping with the practice of including case study research in their courses, these EMI teachers are expected to lead various interactive tasks (e.g., case discussions) and oversee the implementation of these tasks (; Hu & Lei, 2014; Northcott, 2007). All of the above constitute challenges and concerns for EMI instructors in the business and management discipline. The chapter will first provide a case study of the current status of the implementation of EMI in a specific Taiwanese context of the business management field. Then pedagogical practices and challenges specific to the discipline will be described. Next, pedagogical guidelines for enhancing interactions, both between teachers and students and among students, will be suggested. The chapter will conclude by providing discussions and suggestions on the employment of these guidelines.