1. Academic Teaching Excellence English as the medium of instruction
Kateryna Osypenko
PhD, Industrial Electronics Department

2. L1* learner ≠ L2** learner
EMI learning features
L1* learner ≠ L2** learner
L1 learning ≠ L2 learning
L1 language ≠ L2 language
* L1 – first language (Ukrainian, Russian)
** L2 – second language (English)

3. EMI lecturer skills
knowing how to ask questions

4. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English

5. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom

6. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content

7. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic

8. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic
checking understanding of main concept

9. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic
checking understanding of main concept
dealing with mixed proficiency in English

10. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic
checking understanding of main concept
dealing with mixed proficiency in English
cultural backgrounds

11. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic
checking understanding of main concept
dealing with mixed proficiency in English
cultural backgrounds
not making assumptions about prior knowledge of technical terminology in all learners

12. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic
checking understanding of main concept
dealing with mixed proficiency in English
cultural backgrounds
not making assumptions about prior knowledge of technical terminology in all learners
eliciting learners contributions in the face of reluctance to speak in English

13. EMI lecturer skills knowing how to ask questions
knowing how to give detailed explanations that are clear to learners with varied proficiency in English
knowing what language problems exist in your classroom
more preparation time – not simply translating content
maintaining an interactive dynamic
checking understanding of main concept
dealing with mixed proficiency in English
cultural backgrounds
not making assumptions about prior knowledge of technical terminology in all learners
eliciting learners contributions in the face of reluctance to speak in English

14. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content

15. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension

16. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation

17. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding

18. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding
Using SYNONYMS for any difficult words

19. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding
Using SYNONYMS for any difficult words
Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT

20. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding
Using SYNONYMS for any difficult words
Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT
CULTURAL BACKGROUNDS are an influencing factor

21. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding
Using SYNONYMS for any difficult words
Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT
CULTURAL BACKGROUNDS are an influencing factor
LANGUAGE BARRIERS differ widely from learner to learner

22. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding
Using SYNONYMS for any difficult words
Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT
CULTURAL BACKGROUNDS are an influencing factor
LANGUAGE BARRIERS differ widely from learner to learner
OPEN QUESTIONS are better than closed ones

23. EMI challenges
Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content
L1 EXPLANATIONS can be used to resolve difficult problems of comprehension
It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation
Making the class more INTERACTIVE will improve understanding
Using SYNONYMS for any difficult words
Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT
CULTURAL BACKGROUNDS are an influencing factor
LANGUAGE BARRIERS differ widely from learner to learner
OPEN QUESTIONS are better than closed ones

24. EMI lecture
Interaction
Language
Presentation skills
lexis
grammar

25. Interaction Question types (rhetorical, open, closed)
Question frequency
Invite questions from learners and give sufficient time for formulation
Check comprehension on a regular basis

26. Language Use topic-specific vocabulary (technical language)
Assume background knowledge of topic
Lexical choice
Grammatical choice
Emphasize important points via repetition or signposting

27. Presentation skills Beginnings, endings and transition points
Body language and gestures
Use humour/jokes/anecdotes
Use appropriate visual aids
Rate of speech
Stresses and pauses

28. EMI Lectures
Check your pronunciation of the technical terms in your subject

29. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech

30. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis

31. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points

32. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points
Use discourse markers to clearly signposts

33. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points
Use discourse markers to clearly signposts
Concentrate on stressing the important information

34. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points
Use discourse markers to clearly signposts
Concentrate on stressing the important information
Use short tasks

35. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points
Use discourse markers to clearly signposts
Concentrate on stressing the important information
Use short tasks
Set questions before you deliver the input

36. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points
Use discourse markers to clearly signposts
Concentrate on stressing the important information
Use short tasks
Set questions before you deliver the input
Use visual prompts

37. EMI Lectures
Check your pronunciation of the technical terms in your subject
Include these terms on your slides as well as in your speech
Adapt your rate of speech and ask for feedback on a regular basis
Pause after making important points
Use discourse markers to clearly signposts
Concentrate on stressing the important information
Use short tasks
Set questions before you deliver the input
Use visual prompts

38. Tasks to promote interactivity
Recalling a previous class/lecture
3 key words
Lecture title
20 seconds summary
Trans-language summarizing
Tweet
Free-writing recall
What was new?
What’s next?
What have you done

39. Tasks to promote interactivity II
Preparing for today’s class/lecture
Pre-teach key vocabulary
Lecture outline
Pre-reading/shadow reading/ pre-viewing
Send the learners a simple quiz

40. Tasks to promote interactivity III
Managing attention/engagement during classes/lectures (interrupted learning)
Pre-questions
Note-taking frames
Red star slides
Paired reconstruction
Trans-language summarizing
Voting
Quiz time
Interrupting note-taking
Slide design
Learners questions

41. Tasks to promote interactivity IV
Reflecting on content at the end of a class/lecture
5 key words
Title
5 minutes free writing
One minute memory
Compare and improve notes
What’s new?
Problems with comprehension
What will you do next?
Mind map

42. Useful links Sources for academic language: www.uefap.net
(useful for collocations)
tools.html#section3 (a colleague’s blog with lots of links to language corpora and collocation checking tools)

43. Thank you for your attention
Thank you for your attention! Do not hesitate to contact me at