Addressing conceptual disagreements and representation in EMI teacher education

Abstract

Este artigo descreve três maneiras pelas quais o currículo de formação de professores de Inglês como Meio de Instrução (English as a Medium of Instruction – EMI) pode ser informado e/ou aprimorado. Com base nas ideias obtidas com o piloto de um curso de treinamento de professores de EMI em uma universidade no sul do Brasil durante o ano acadêmico de 2019, bem como em uma análise do corpo limitado de literatura sobre a formação de professores de EMI, argumenta-se que (1) definições conflitantes do EMI, (2) dimensões críticas do EMI e (3) contribuições do campo do TESOL devem ser incluídas como temas e/ou fontes importantes de informação nos programas de formação de professores do EMI.

This paper describes three ways in which EMI teacher education curriculum can be informed and/or improved. Based on insights gained from piloting an EMI teacher training course at a university in the south of Brazil during the 2019 academic year, as well as an analysis of the limited body of literature on EMI teacher education, it is argued that (1) conflicting definitions of EMI, (2) critical dimensions of EMI, and (3) contributions from the field of TESOL be included as themes and/or key sources of information in EMI teacher education programs.

This paper describes three ways in which EMI teacher education curriculum can be informed and/or improved. Based on insights gained from piloting an EMI teacher training course at a university in the south of Brazil during the 2019 academic year, as well as an analysis of the limited body of literature on EMI teacher education, it is argued that (1) conflicting definitions of EMI, (2) critical dimensions of EMI, and (3) contributions from the field of TESOL be included as themes and/or key sources of information in EMI teacher education programs.