Abstract
Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.
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