Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level
By D. Lasagabaster. Language Teaching, 2018
121 citations recorded by the source corpus.
Although English-medium instruction (EMI) courses are burgeoning at university level on a global scale, there is a scarcity of pedagogical guidelines about how to implement effective courses, while most higher education institutions rarely offer courses aimed at helping EMI teachers tackle this new teaching context. An additional concern has to do with the fact that content EMI lecturers tend to avoid language aspects, a weakness that could be overcome by boosting team teaching, that is, the collaboration between language and content teachers. Previous research reveals that team teaching improves undergraduates’ learning and can also be a gratifying experience for the teaching staff involved, who usually highlight the motivational boost it gives them because it stimulates reflection on their pedagogical knowledge and practices. In this paper I put forward research tasks with a view to enticing researchers to embark on projects focused on this uncharted territory, as team teaching is a research field in which much remains to be done.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/033d45f303c7a5b4e01e681f57b6216734141eca
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Citations in the corpus
- Professional development through reflective practice for English-medium instruction (EMI) teachers (2020, background): “The result of this confusion is that some EMI teachers feel stressed and insecure leaving some teachers feeling ‘disempowered’ (Doiz and Lasagabaster 2018, 672) as they attempt to implement EMI basically in a ‘trial and error’ fashion.”