Professional Learning for Educators Teaching in English-Medium-Instruction in Higher Education: A Systematic Review

Autor/inn/en	Dang, Thi Kim Anh; Bonar, Gary; Yao, Jiazhou
Titel	Professional Learning for Educators Teaching in English-Medium-Instruction in Higher Education: A Systematic Review
Quelle	In: Teaching in Higher Education, 28 (2023) 4, S.840-858 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dang, Thi Kim Anh) ORCID (Bonar, Gary) ORCID (Yao, Jiazhou)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1863350
Schlagwörter	Language of Instruction; English (Second Language); Language Teachers; College Faculty; Faculty Development; Second Language Instruction; Educational Research; Foreign Countries; Chinese; Europe; Asia; Middle East; South America; Australia + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fakultät; Fremdsprachenunterricht; Bildungsforschung; Pädagogische Forschung; Ausland; China; Chinesen; Europa; Asien; Vorderasien; Südamerika; Australien
Abstract	The growing phenomenon of university courses designated as English-medium-instruction (EMI) worldwide presents new demands for non-native-English-speaking educators. However, adequate preparation and professional learning support for them to teach academic subjects in English remain a challenge. An understanding of their challenges and professional learning (PL) needs in EMI teaching is critically needed. This review examines 115 articles in English and Chinese on PL for EMI educators in HE, covering numerous countries. It critically reviews the literature to identify the common challenges in EMI teaching, and "how" and "to what extent" educators are prepared and supported for EMI teaching. Findings revealed EMI educators are often found unprepared and/or inadequately supported for their new roles. They face multiple challenges when embarking on EMI teaching. The review reveals misalignments between challenges facing educators and formal PL on offer. It also highlights the importance of informal ongoing PL and educators' agency in orchestrating their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01