This course looks at the challenges of using English as a medium of instruction for teachers and students who are non-native English speakers. It introduces some key principles along with a range of different approaches and ideas. The primary focus is on practical ways of introducing English as a Medium of Instruction into existing course programmes and into a classroom teaching environment.
11 – 15 March 2019
27 July – 02 August 2019
26 – 30 August 2019
This course is for in-service teachers and staff in the vocational and higher education sectors who currently use English as a medium of instruction in their teaching institution, or will have a need to do so in the future. Participants’ English should be at a minimum B1 level.
After registration, participants on this course programme will receive:
a pre-course questionnaire which will enable trainers to learn about the participants’ teaching backgrounds
information about the Europass Mobility Certificate
a recommended reading list to prepare participants for various aspects of the course
information about York to prepare teachers for their cultural experience
By the end of the course participants will:
have developed an understanding of the challenges and the opportunities of using English as a medium of instruction and the acquisition and use of language
have consolidated and built on their own English language skills
have looked at a range of practical ways to introduce and implement changes to existing teaching programmes
be able to to design appropriate learning materials
Sessions demonstrate and train participants in the use of English as a Medium of Instruction and the different approaches, methodologies, techniques and knowledge. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.
Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and also on adaptation of activities to their own teaching and learning situations. Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analyzed and discussed, further enabling the participants’ use and development of their own use of English as a Medium of Instruction in their teaching environment.
The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.
Sample Course Programme
Introduction to the course: objectives and methodology
Types of EMI and the English being used
Defining the elements of best practice
Challenges and opportunities
Basic Interpersonal Communication Skills (BICS)
Meeting the needs of your students
TBL Bloom’s Taxonomy
Anderson and Krathwohl
Understanding the acquisition and use of language
Managing change: roles and
Community into the
Translating theory into practice Practicalities
Competences Can Do’s
Cognitive Academic Language Proficiency (CALP)
Teaching practice Peer feedback
Teaching practice Peer feedback
Each session above is 90 minutes long. Exact timings will be confirmed before your course.
21 hour teacher development courses may use a 8.00- 12.30 or 13.30 -17.30 time slot. Afternoon programmes will finish earlier on certain days for social programme options.