Abstract
Research on English Medium Instruction (EMI) has increased around the world, especially in Europe and Southeast Asia (Macaro et al., 2018). In Brazil, studies have focused on the implementation of EMI in higher education institutions and ways of improving it (Baumvol & Sarmento, 2019). This article analyzes EMI preparatory courses offered in Brazilian higher education institutions, according to publications from 2016 to 2020. To identify the courses offered by Brazilian institutions to support EMI teaching, we conducted a search on Google and Google Scholar to map publications between 2016-2020 about those courses. Through content analysis we conclude that initial efforts to prepare lecturers for EMI contexts present a great variety of purposes, duration and approaches, with many research gaps in need of further development.
Highlights
The continuing expansion of English Medium Instruction (EMI) offerings in higher education institutions around the world has spurred an increasing number of studies carried out by researchers in the field of Applied Linguistics
We approached the question about the universities offering EMI teacher preparation courses and the basic characteristics of those courses by summarizing the data found through the Google search in Tables 1 and 2
In relation to the research question ‘What are the characteristics of EMI teacher education courses announced by universities in Brazil, in relation to facilitators, target audience, duration and mode of delivery?’ our findings reveal a great diversity in the duration of those courses, mostly offered in person, with the help of foreign experts in some cases
Summary
The continuing expansion of English Medium Instruction (EMI) offerings in higher education institutions around the world has spurred an increasing number of studies carried out by researchers in the field of Applied Linguistics. While a great deal of the studies focuses on policy issues (Galloway, 2020), research into implementation has been driven by an interest in working with teachers from different disciplinary areas who are in charge of transitioning to classes in English, in addition to or as a substitute for the home language of most students. Attitudes do play an important role in teachers’ willingness to teach in English in contexts where there is a more relaxed policy orientation, they are not enough to drive the transition to classes in English. Considering that policy formulation, enactment and assessment are central to many institutions that view EMI as an important internationalization strategy (e.g. Aizawa & Rose, 2019), the process of introducing classes in English to contexts where it is not the language of the majority requires the preparation of teachers, especially because this tends to be the first (and oftentimes, the only) initiative
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