Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses

EMI Lecturers’ Training Needs: Towards the Construction of a Measurement Instrument

Vicent Beltrán-Palanques


English-medium instruction (EMI) is a relatively new phenomenon that has come to the fore in most higher education institutions (Dafouz and Smit 2019). It is spreading in an unprecedented manner and increasingly gaining ground globally. At the micro-level, lecturers are key stakeholders since they are the driving force in implementing EMI in the classroom. EMI lecturing involves more than delivering content through English; it is a complex process that requires pedagogical and methodological attention (Cots 2013; Fortanet-Gómez 2013; Morell 2018). Thus, to lecture successfully in EMI contexts, it is important to provide lecturers with specific training. Against this backdrop, the present study addresses EMI lecturers’ training needs, a relatively unexplored aspect (Fenton-Smith et al. 2017; Macaro 2018; Beaumont 2020). This study reports on the adequacy of a survey to explore lecturers’ EMI training needs and on the preliminary results derived from its administration to a group of EMI lecturers at a Spanish university. Findings revealed the suitability of the survey items to identify EMI lecturers’ training needs. Specifically, the findings indicated that, in general, EMI training courses should deal mainly with communication and language use, and pedagogy.


English-medium instruction; Higher education; Lecturers; EMI training needs

Full Text:

PDF Statistics


ÄDEL, Annelie. 2010. "Just to Give you Kind of a Map of Where We Are Going: A Taxonomy of Metadiscourse in Spoken and Written Academic English." Nordic Journal of English Studies 9(2): 69-97.

ÁVILA-López, Javier. 2020. "Materials Development: A Constituent Element of Teacher Training for EMI in Higher Education". In Sánchez-Pérez 2020, 298-319.

BALL, Phil and Diana Lindsay. 2013. "Language Demands and Support for English-Medium Instruction in Tertiary Education: Learning from a Specific Context." In Doiz, Lasagabaster and Sierra 2013, 44-61.

BEAUMONT, Ben. 2020. "Identifying In-Service Support for Lecturers Working in English Medium Instruction Contexts". In Carrió-Pastor, ed. 2020, 83-110.

BEELEN, Jos and Elspeth Jones. 2015. Redefining Internationalization at Home. In Curaj, Matei, Pricopie, Salmi, and Scott 2015, 59-72.

BJÖRKMAN, Beyza. 2011."Pragmatic Strategies in English as an Academic Lingua Franca: Ways of Achieving Communicative Effectiveness?" Journal of Pragmatics 43(4): 950-964.

CAMPOY-CUBILLO, Mari Carmen and Mercedes Querol-Julián. 2015. "Assessing Multimodal Listening". In Crawford and Fortanet-Gómez 2015, 193-212.

CARRIÓ-PASTOR, María Luisa, ed. 2019. Internationalising Learning in Higher Education. The Challenges of English as a Medium of Instruction. Cham: Palgrave Macmillan.

CHEN, Yuan and Jing Peng. 2019. "Continuing Professional Development of EMI Teachers: A Chinese Case Study." Journal of Education for Teaching 45(2): 219-222.

COTS, Josep Maria. 2013. "Introducing English-Medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices." In Doiz, Lasagabaster and Sierra 2013, 106-128.

CURAJ, Adrian, Liviu Matei, Remus Pricopie, Jamil Salmi and Peter Scott, eds. 2015. The European Higher Education Area. Between Critical Reflections and Future Policies. London: Springer.

CRAWFORD, Belinda. 2015. "Elaborating Explanations during Open Course Ware Humanities Lecturers: The Interplay of Verbal and Nonverbal Strategies". In Crawford and Fortanet-Gómez 2015, 144-170.

CRAWFORD, Belinda. 2007. The Language of Business Studies Lectures. A Corpus-Assisted Analysis. Amsterdam: John Benjamins.

CRAWFORD, Belinda and Inmaculada Fortanet-Gómez, eds. 2015. Multimodal Analysis in Academic Settings: From Research to Teaching. London: Routledge.

DAFOUZ, Emma. 2018. "English-Medium Instruction and Teacher Education Programmes in Higher Education: Ideological Forces and Imagined Identities at Work." International Journal of Bilingual Education and Bilingualism 21(5): 540-552.

DAFOUZ, Emma. 2011. "English as the Medium of Instruction in Spanish Context: A Look at Teacher Discourses." In Ruiz de Zarobe, Sierra, and Gallardo del Puerto 2011, 189-210.

DAFOUZ, Emma and Ute Smit. 2019. ROAD-MAPPING English Medium Education in the Internationalised University. Cham: Palgrave Macmillan.

DEARDEN, Julie. 2015. English as a Medium of Instruction. A Growing Global Phenomenon. Oxford: British Council.

DEARDEN, Julie and Ernesto Macaro. 2016. "Higher Education Teachers' Attitudes towards English Medium Instruction: A Three-Country Comparison." Studies in Second Language Learning and Teaching 6(3): 455-486.

DOIZ, Aintzane, David Lasagabaster and Juan Manuel Sierra, eds. 2013. English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters.

FENTON-SMITH, Ben, Pamela Humphreys and Ian Walkinshaw, eds. 2017. English Medium Instruction in Higher Education in Asia-Pacific. Cham: Springer.

FENTON-SMITH, Ben, Christopher Stillwell and Roger Dupuy. 2017. "Professional Development for EMI: Exploring Taiwanese Lecturers' Needs". In Fenton-Smith, Humphreys and Walkinshaw 2017, 195-217.

FORTANET-GÓMEZ, Inmaculada. 2020. "The Dimensions of EMI in the International Classroom: Training Teachers for the Future University". In Sánchez-Pérez 2020, 1-20.

FORTANET-GÓMEZ, Inmaculada. 2013. CLIL in Higher Education. Towards a Multilingual Language Policy. Bristol: Multilingual Matters.

HULT, Francis M. 2010. "Analysis of Language Policy Discourses across the Scales of Space and Time." International Journal of the Sociology of Language 202: 7-24.

JEWITT, Carey, Jeff Bezemer and Kay O'Halloran. 2016. Introducing Multimodality. London: Routledge.

JIMÉNEZ-MUÑOZ, Antonio José and Ana Cristina LAHUERTA-MARTÍNEZ, eds. 2019. Empirical Studies in Multilingualism. Analysing Contexts and Outcomes. Bern: Peter Lang.

KRESS, Gunther. 2010. Multimodality: A social semiotic approach to contemporary communication. London: Routledge.

KURTÁN, Zsuzsa. 2004. "Foreign-Language-Medium Instruction in Hungarian Higher Education". In Wilkinson 2004, 126-136.

LASAGABASTER, David. 2018. "Fostering Team Teaching: Mapping out a Research Agenda for English-Medium Instruction at University Level." Language Teaching 51(3): 400-416.

LIN, Angel M. Y. 2018. "Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms." International Journal of Bilingual Education and Bilingualism 22(1): 5-16.

LIN, Angel M. Y. 2016. Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts. Theory and Practice. Singapore: Springer.

MACARO, Ernesto. 2018. English Medium Instruction. Oxford: Oxford University Press.

MACARO, Ernesto, Antonio Jiménez-Muñoz and David Lasagabaster. 2019. "The Importance of Certification of English Medium Instruction teachers in Higher Education in Spain." Porta Linguarum 32: 103-118.

MACARO, Ernesto, Samantha Curle, Jack Pun, Jiangshan An and Julie Dearden. 2018. "A Systematic Review of English Medium Instruction in Higher Education." Language Teaching 51(1): 36-76.

MANCHO-BARÉS, Guzman and Elisabeth Arnó-Macià. 2017. "EMI Lecturer Training Programmes and Academic Literacies: A Critical Insight from ESP." ESP Today 5(2): 266-290.

MORELL, Teresa. 2020. "EMI Teacher Training with a Multimodal and Interactive Approach: A New Horizon for LSP Specialists." Language Value 12(1): 56-87.

MORELL, Teresa. 2018. "Multimodal Competence and Effective Interactive EMI Lecturing." System 77: 70-79.

MORELL, Teresa. 2015. "International Paper Conference Presentations: A Multimodal Analysis to Determine Effectiveness." English for Specific Purposes 37: 137-150.

MORELL, Teresa, Natalia Norte Fernández-Pacheco and Vicent Beltran-Palanques. 2020. "How Do Trained English-Medium Instruction (EMI) Lecturers Combine Multimodal Ensembles to Engage their Students?" In Roig-Vila 2020, 308-321.

NORTE FERNÁNDEZ-PACHECO, Natalia. 2018. "The Impact of Multimodal Ensembles on Audio-Visual Comprehension: Implementing Vodcasts in EFL Contexts". Multimodal Communication 7(2): 1-17.

QUEROL-JULIÁN, Mercedes and Blanca Arteaga-Martínez. 2019. "Silence and Engagement in the Multimodal Genre of Synchronous Videoconferencing Lectures: The Case of Didactics in Mathematics". In Sancho-Guinda 2019, 297-319.

RICHARDS, Jack C. and Richard W. Schmidt. 2013. Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman.

ROIG-VILA, Rosabel, ed. 2020. La Docencia en la Enseñanza Superior Nuevas Aportaciones desde la Investigación e Innovación Educativas. Barcelona: Octaedro.

RUIZ DE ZAROBE, Yolanda, Juan Manuel Sierra and Francisco Gallardo del Puerto, eds. 2011. Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts. Bern: Peter Lang.

RUIZ-MADRID, Noelia and Inmaculada Fortanet-Gómez. 2019. "A Multimodal Discourse Analysis (MDA) Approach for EMI Teacher Training: The Case of Pedagogical Affordances in the Mechanical Engineering Field". In Jiménez-Muñoz and Lahuerta-Martínez 2019, 203-229.

SÁNCHEZ-PÉREZ, María del Mar, ed. 2020. Teacher Training for English-Medium Instruction in Higher Education. Hershey: IGI Global.

SANCHO-GUINDA, Carmen, ed. 2019. Engagement in Professional Genres. Amsterdam: John Benjamins.

WILKINSON, Robert, ed. 2004. Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education: Proceedings of the ICL Conference. Maastricht: Universitaire Pers Maastricht.

YUAN, Rui. 2019. "Promoting EMI Teaching Development in EFL Higher Education: A Teacher Educator's Reflections." RELC Journal: 1-9.


Copyright (c) 2021 Vicent Beltrán-Palanques

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.