Listening Beyond Silence: Subject Matter's Echoes From The Emi Classroom
Keywords:
EMI implementation, subject matter instructors, language proficiency, pedagogical challenges, professional developmentAbstract
This article is a report on a pedagogical seminar entitled "Heeding Subject Matter's Voices: Insights from the EMI Classroom, run face-to-face at Ziane Achour University of Djelfa, Algeria. The seminar aimed to investigate teachers' concerns at the pre-implementation stage of English as a Medium of Instruction (EMI). By grouping educators from diverse disciplines, it was a collective platform for sharing experiences and challenges related to the transition towards EMI. There was a range of principal concerns raised throughout the discussions. Language proficiency was chiefly mentioned by the participants as a main challenge, with issues about their inability to teach complex subjects in English due to a lack of confidence in their linguistic capacity. Second, the availability of resources was also an urgent issue, with educators citing the lack of appropriate teaching materials adapted to the EMI setting. Third, intensive professional development modules were also seen as a need, with educators citing the importance of systematic training to ensure a smoother transition. Notwithstanding these issues, educators highly appreciated the seminar, highlighting the importance of collaboration for exchanging best practices and experiences in EMI implementation. Also, they all agreed on the integration of guest language instructors into EMI courses, recognizing the potential of the practice to enhance both teacher and student language levels. Through the facilitation of interdisciplinary collaboration and institutional support, the project can serve as a springboard for the effective implementation of an Integrated Content and Language in Higher Education (ICLHE) approach
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