Language development for English-medium instruction: Teachers’ perceptions, reflections and learning

Abstract

Although teachers' ability to use English for academic purposes is one of the crucial factors affecting the quality of English-medium instruction (EMI), teacher language development has received rather little attention. The current study helps to address this gap by analysing a language development programme for teachers in EMI (LD for EMI) in the Croatian context, and offering recommendations for programme development. Drawing on data collected from three sources over a three-year period – teacher surveys on satisfaction with LD for EMI (n = 60), self-reflection tools (n = 60) and classroom observation forms (n = 1140) – we examine the programme's strengths, limitations, and the teachers' learning experiences and understanding. The key benefits of the programme are opportunities to practice teaching in English, provision of corrective feedback and engagement in self-reflection. The main limitations are teaching and learning in mixed-level classes, making it difficult to address different teachers' needs and conceptualise the language learning outcomes. As for the teachers' learning, they have developed awareness that teachers with diminished language competence are likely to encounter difficulties and are susceptible to lowered self-esteem. The findings corroborate that a fundamental requirement for EMI is high academic English proficiency, attainable through continued language training.