Identifying In-Service Support for Lecturers Working in English Medium Instruction Contexts

  • Ben Beaumont


The growth of English as a medium of instruction (EMI) has not been supported by similar developments in lecturer training, with many lecturers feeling that they cannot create an effective learning environment for EMI students. This study interviewed lecturers with the aim of identifying what in-service support they would find effective in helping develop their EMI delivery skills. The study used semi-structured interviews with respondents from seven countries and eight different institutional affiliations to gather data. With suggestions for an outline framework for lecturers’ professional support, this chapter identifies specific areas for teacher development that include targeted language support and pedagogic training and concludes that such in-service development would not only support lecturers’ day-to-day practice as university educators, but also increase their agency as practitioners in a global educational context.


Lecturer training Teacher development Pedagogic training 


  1. Aritonang, M. (2014). Motivation and confidence of Indonesian teachers to use English as a medium of instruction. TEFLIN Journal, 25(2), 147–167.Google Scholar
  2. Barnett, R. (2000). Supercomplexity and the curriculum. Studies in Higher Education, 25(3), 255–265.CrossRefGoogle Scholar
  3. Biber, D., & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26(3), 263–286.CrossRefGoogle Scholar
  4. Brazil, D. (1997). The communicative value of intonation in English book. Cambridge: Cambridge University Press.Google Scholar
  5. Brown, G., & Bakhtar, M. (1988). Styles of lecturing: A study and its implications. Research Papers in Education, 3(2), 131–153.CrossRefGoogle Scholar
  6. Camiciottoli, B. C. (2007). The language of business studies lectures: A corpus-assisted analysis (Vol. 157). John Benjamins Publishing.Google Scholar
  7. Chaudron, C. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17(3), 437–458.CrossRefGoogle Scholar
  8. Clark, C. (2018). The case of the non-native English speaker in EMI. Studi e ricerche, 13, 563–576.Google Scholar
  9. Costa, F., & Coleman, J. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3–19.CrossRefGoogle Scholar
  10. Council of Europe. (2001). Common European Framework of Reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
  11. Dearden, J. (2014). English as a medium of instruction—A growing global phenomenon. London: British Council.Google Scholar
  12. Deroey, K. L. (2012). What they highlight is…: The discourse functions of basic wh-clefts in lectures. Journal of English for Academic Purposes, 11(2), 112–124.CrossRefGoogle Scholar
  13. Deroey, K. L., & Taverniers, M. (2012). Just remember this: Lexicogrammatical relevance markers in lectures. English for Specific Purposes, 31(4), 221–233.CrossRefGoogle Scholar
  14. Flowerdew, J. (1994). Research of relevance to second language lecture comprehension: An overview. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 7–29). Cambridge: Cambridge University Press.Google Scholar
  15. Gibbs, G., & Jenkins, A. (1984). Break up your lectures: Or Christaller sliced up. Journal of Geography in Higher Education, 8(1), 27–39.CrossRefGoogle Scholar
  16. Greer, D. A., Cathcart, A., & Neale, L. (2016). Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship. Higher Education Research and Development, 35(4), 712–726.CrossRefGoogle Scholar
  17. Guarda, M., & Helm, F. (2017). ‘I have discovered new teaching pathways’: The link between language shift and teaching practice. International Journal of Bilingual Education and Bilingualism, 20(7), 897–913.CrossRefGoogle Scholar
  18. Hu, G., & Lei, J. (2014). English-medium instruction in Chinese higher education: A case study. Higher Education, 67(5), 551–567.CrossRefGoogle Scholar
  19. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.Google Scholar
  20. Kunioshi, N., Noguchi, J., Tojo, K., & Hayashi, H. (2015). Supporting English-medium pedagogy through an online corpus of science and engineering lectures. European Journal of Engineering Education, 1(1), 1–11.Google Scholar
  21. Lortie, D. C., & Clement, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
  22. Lynch, T. (1994). Training lecturers for international audiences. In J. Flowerdew (Ed.), Academic listening: Research perspectives. Cambridge: Cambridge University Press.Google Scholar
  23. Lyotard, J. F. (1984). The postmodern condition: A report on knowledge (Vol. 10). Minnesota: University of Minnesota Press.Google Scholar
  24. Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24(5), 691–706.CrossRefGoogle Scholar
  25. Pearson, P. (2014). Policy without a plan: English as a medium of instruction in Rwanda. Current Issues in Language Planning, 15(1), 39–56.CrossRefGoogle Scholar
  26. Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.Google Scholar
  27. Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5–20.CrossRefGoogle Scholar
  28. Tyler, A. (1992). Discourse structure and the perception of incoherence in international teaching assistants’ spoken discourse. TESOL Quarterly, 26(4), 713–729.CrossRefGoogle Scholar
  29. Walker, J. D., Cotner, S. H., Baepler, P. M., & Decker, M. D. (2008). A delicate balance: Integrating active learning into a large lecture course. CBE-Life Sciences Education, 7(4), 361–367.CrossRefGoogle Scholar
  30. Werther, C., Denver, L., Jensen, C., & Mees, I. M. (2014). Using English as a medium of instruction at university level in Denmark: The lecturer’s perspective. Journal of Multilingual and Multicultural Development, 35(5), 443–462.CrossRefGoogle Scholar
  31. Wilson, K., & Korn, J. H. (2007). Attention during lectures: Beyond ten minutes. Teaching of Psychology, 34(2), 85–89.CrossRefGoogle Scholar
  32. Wongkietkachorn, A., Prakoonsuksapan, J., & Wangsaturaka, D. (2014). What happens when teachers do not give students handouts? Medical Teacher, 36(9), 789–793.CrossRefGoogle Scholar
  33. Woodward, T. (1991). Models and metaphors in language teacher training: Loop input and other strategies. Cambridge: Cambridge University Press.Google Scholar
  34. Zacharias, N. T. (2013). Navigating through the English-medium-of-instruction policy: Voices from the field. Current Issues in Language Planning, 14(1), 93–108.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2020

Authors and Affiliations

  • Ben Beaumont
    • 1
  1. 1.Trinity College LondonLondonUK

Personalised recommendations