1. Supporting the in-service CPD needs for Non- Native English Speaking Teachers (NNESTs) working in English Medium of Instruction (EMI) contexts. Ben’s doctoral research: A little way to go…

2. What is EMI? 1.How does it differ from CLIL or ICLHE? 2.Why is there a particular need for in-service training for teachers/lecturers to support EMI needs?

3. Personal positioning A vocational history of pre-service and in-service teacher support and assessment An background and subject specialism in English Language Teaching Academic lead for English language teaching qualifications for an international examinations board A belief that a development in teachers’ skills is best made through: o continuous develop and support rather than ‘one-off’ training sessions (Adey 2004) o refection on practice (Cranton 2006, Mezirow 1991) o Peer support and mentoring through a community of practice (Adey 2004, Coffield 2008)

4. Issues..? Are teachers’ needs being met by existing in-service CPD programmes? (Adey 2004, Coffield 2008, Coleman 2006, Cots, et al, 2014) Are practical teaching skills being developed in short training? (Cranton 2006, Eisner 2002, Mezirow 1991) Do short, in-service CPD courses have realistic course objectives? (Adey 2004, Dearden 2014) Is there a connect between what experienced teacher educators feel should be included in short CPD courses and what is actually included?

5. Pilot Research Question What do teacher educators providing CPD support for NNESTs in short, in-service courses believe can be included in course design to support participants’ practical teaching skills?

6. Data collection Two participants were selected from a network of teacher educators with links to an English Language Teaching (ELT) training institution which specialises in CPD for NNESTs. Participants had experience training and observing NNESTs and a broad range of experience teaching and training in a variety of contexts.

7. Some findings… Micro-teaching and the ‘unpacking of lessons’ with associated reflection is key to developing teachers’ skills There are complex confidence and identity issues when lecturing in a second language Teacher educators’ beliefs strongly influence course content on in-service support courses Language development (either lexical or decoding skills) is helpful in developing teaching skills ‘Loop input’ is used extensively to model helpful practice

8. Where next… Collecting EMI practitioners’ views Collecting teacher educators’ views Relating these to existing literature about what is needed to support lecturers and students in EMI contexts Identify areas for inclusion in short, in-service CPD courses for lecturers in EMI contexts

9. References Adey, P. (2004). The Professional Development of Teachers: Practice and Theory. Dordrecht: Kluwer Academic. Coffield, F. (2008). Just suppose teaching and learning became the first priority... London: Learning and Skills Network. Coleman, J. A. (2006). English-medium teaching in European higher education. Language teaching. 39 (1). 1-14. Cots, J. M., Llurda, E. & Garrett, P. (2014). Language policies and practices in the internationalisation of higher education on the European margins: an introduction. Journal of Multilingual and Multicultural Development. 35 (4). 311-317. Cranton, P. (2006). Understanding and Promoting Transformative Learning, San Francisco: Jossey-Bass. Dearden, J. (2014). English as a medium of instruction – a growing global phenomenon. London: British Council. Eisner, E. W. (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education. 18:4. 375-385. Flowerdew, J. (1994). Research of relevance to second language lecture comprehension: An overview. Academic listening: Research perspectives. 7-29. Cambridge: CUP Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and teacher education. 9:5. 485-497. Mezirow, J. (1991). Transformative Dimensions of adult learning, San Francisco: Jossey-Bass. Pachler, N., Makoe, P., Burns, M. & Blommaert, J. (2008). ‘The things (we think) we (ought to) do: Ideological processes and practices in teaching’, Teaching and Teacher Education. 24:1. 437-450. Woodward, T. (2003). ‘Loop input’. ELT Journal. 57:3. 301-304.