Perspectives on Professional Practice
Edited By Jennifer Valcke and Robert Wilkinson
This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.
Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg / Miriam Symon)
Linda Weinberg Braude College, Karmiel, Israel Miriam SymonInterdisciplinary Center (IDC) Herzliya, Israel
Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries
Abstract: While the integration of content and language in higher education is the subject of a growing body of research, comprehensive collaboration between content and language teachers has less often been the focus of investigation. An international project provides the opportunity for content and language instructors to share expertise whilst collaborating on the development of a new content course to be taught in English in Israeli and European Higher Education Institutions (HEIs). In this paper, the process of the development of this new course is presented, from the discussions concerning justification for teaching in English, to the choice of topics, the source of materials, pedagogical approaches, course assignments and methods of assessment. The broader aim of the developers is to identify the key challenges facing instructors teaching in another language, as well as the specific needs of students in such courses in order to build a suitable support infrastructure for both. Using the new course as a contextualized training tool, national and regional workshops in Israel introduce English as a Foreign Language (EFL) teachers to the challenges of English-Medium Instruction (EMI) and equip them to provide support and training for students and lecturers.
Keywords: English-Medium Instruction; collaboration; teacher training; course development; language support
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