EMI: why EAP practitioners should engage BALEAP Biennial Bristol Please use the dd month yyyy format for the date for example 11 January 2008. The main title can be one or two lines long. Mary Page 9 April 2017

Follow-up to BALEAP PIM June 2016 Use divider pages to break up your presentation into logical sections and to provide a visual break for the viewer. The title can be one or two lines long.

What is English Medium Instruction?

CLIL Content and Language Integrated Learning CLIL has 2 functions: to teach both content and a language at the same time, equally and in parallel; the teacher can be seen to be a teacher of content and a language teacher; mostly secondary school level. BUT: some universities DO undertake a CLIL approach.

EMI “[t]he use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English” (Dearden 2015: 2).

My understanding tertiary level; (English) is the vehicle through which content is delivered; academic is not a language teacher; any improvement in language skills is a by-product.

Wider context increasing number of distance taught programmes and modules; MOOCs; the reality of UK experiences.

EL Gazette: this week’s edition In one Italian university international student numbers gone up from 17% (2012/2013) to 30%; “English-medium courses must now also be offered in Italian, and universities will only be able to offer single units taught solely in English if the subject matter requires it”; Italian simply ‘didn’t have the words’ to teach some technical courses and that teaching in English had become vital to what they offer….. ‘I teach advanced computer architectures, and in Italian I simply don’t have the words to teach it’.

EMI growth in Europe (Wächter and Maiworm 2014)

Local interpretations of EMI No single, standard “model”: widespread use of English throughout campus to include administrative and support staff; bi-lingual / tri-lingual campuses; selected programmes delivered through English; some use of English in class because of discipline/texts.

Personal context Began UoS Pre-sessional in 2002, and stayed; 2007! Professor Jennifer Jenkins arrived: ELF! founded “Centre for Global Englishes”; Largely ELF, but increasingly EMI; I taught our first EMI course at Aarhus University in Denmark.

Southampton EMI courses Aarhus, Denmark; UAEM Toluca, Mexico; Nizhny Novgorod, Russia; Tomsk Polytechnic University, Russia; Malmo University, Sweden; EMN, France; + colleagues have taken my materials to run a short course in China.

EMI course content Language used in lectures and seminars; Good practice with communication in international settings; Confidence building; Pedagogical issues. In the UK: a “slice of life”

TPU

Guesstimate of NNES academics in UK Academic year 2005/06 Percentage of academic staff in UK universities not UK nationals: In post: 19.1% Appointed that AY: 27% (Universities UK Policy Briefing, 2007)

Academic year 2011/12 Academic staff at UK higher education institutions not UK nationality Full-time: 28% Part-time: 18% Average: 24% (Higher Education in Facts and Figures , 2013)

Academics’ L1 Management School 98 45% 5.1% 8.1% 27.5% 5.3% Total Inner UK non-UK Outer circle Expand-ing Not known/ stateless Management School 98 45% 5.1% 8.1% 27.5% 5.3% Engineering Sciences 95 57.8% 1.1% 2.1% 37.8% Health Sciences 216 90.2% 2.3% 1.3% 4.6% Chemistry 131 54% 3.8% 4.5% 35.1% 1.5% Information thanks to HR. Most up to date information that is held on staff in Southampton 2012/13 Again, no information on first languages of members of staff is held, only nationalities. There are one or two exceptions

Current “hot topics” Which English? ELF and/or English as a (multi) lingua franca; Multi (pluri) lingualism; “Ownership” of English now it is the world’s academic lingua franca; Status of NES and NNES (NaSLOTE?); Intercultural (Transcultural?) communication; recent BALEAP thread “teacher” or “academic”.

Who are the people best placed to aid NNES academics both in the UK and globally to deliver through the medium of English?

Could this be a golden era for EAP practitioners?

Conclusion detected some feelings that EAP practitioners are not “real” academics; involvement in EMI – in its widest interpretation – is an opportunity to function at the heart of our universities and not on the periphery