Academic Teaching Excellence English as the medium of instruction Kateryna Osypenko PhD, Industrial Electronics Department

L1* learner ≠ L2** learner EMI learning features L1* learner ≠ L2** learner L1 learning ≠ L2 learning L1 language ≠ L2 language * L1 – first language (Ukrainian, Russian) ** L2 – second language (English)

EMI lecturer skills knowing how to ask questions

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic checking understanding of main concept

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic checking understanding of main concept dealing with mixed proficiency in English

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic checking understanding of main concept dealing with mixed proficiency in English cultural backgrounds

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic checking understanding of main concept dealing with mixed proficiency in English cultural backgrounds not making assumptions about prior knowledge of technical terminology in all learners

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic checking understanding of main concept dealing with mixed proficiency in English cultural backgrounds not making assumptions about prior knowledge of technical terminology in all learners eliciting learners contributions in the face of reluctance to speak in English

EMI lecturer skills knowing how to ask questions knowing how to give detailed explanations that are clear to learners with varied proficiency in English knowing what language problems exist in your classroom more preparation time – not simply translating content maintaining an interactive dynamic checking understanding of main concept dealing with mixed proficiency in English cultural backgrounds not making assumptions about prior knowledge of technical terminology in all learners eliciting learners contributions in the face of reluctance to speak in English

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding Using SYNONYMS for any difficult words

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding Using SYNONYMS for any difficult words Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding Using SYNONYMS for any difficult words Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT CULTURAL BACKGROUNDS are an influencing factor

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding Using SYNONYMS for any difficult words Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT CULTURAL BACKGROUNDS are an influencing factor LANGUAGE BARRIERS differ widely from learner to learner

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding Using SYNONYMS for any difficult words Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT CULTURAL BACKGROUNDS are an influencing factor LANGUAGE BARRIERS differ widely from learner to learner OPEN QUESTIONS are better than closed ones

EMI challenges Preparing lection in English is NOT mainly a question of TRANSLATING the original lecture content L1 EXPLANATIONS can be used to resolve difficult problems of comprehension It is NOT important to ASK learners regularly “DO YOU UNDERSTAND/FOLLOW” to be sure that they don’t lose the thread of an explanation Making the class more INTERACTIVE will improve understanding Using SYNONYMS for any difficult words Having some NATIVE or highly proficient ENGLISH SPEAKERS in the class might have a POSITIVE EFFECT CULTURAL BACKGROUNDS are an influencing factor LANGUAGE BARRIERS differ widely from learner to learner OPEN QUESTIONS are better than closed ones

EMI lecture Interaction Language Presentation skills lexis grammar

Interaction Question types (rhetorical, open, closed) Question frequency Invite questions from learners and give sufficient time for formulation Check comprehension on a regular basis

Language Use topic-specific vocabulary (technical language) Assume background knowledge of topic Lexical choice Grammatical choice Emphasize important points via repetition or signposting

Presentation skills Beginnings, endings and transition points Body language and gestures Use humour/jokes/anecdotes Use appropriate visual aids Rate of speech Stresses and pauses

EMI Lectures Check your pronunciation of the technical terms in your subject https://www.youtube.com/watch?v=yR0lWICH3rY

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points Use discourse markers to clearly signposts

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points Use discourse markers to clearly signposts Concentrate on stressing the important information

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points Use discourse markers to clearly signposts Concentrate on stressing the important information Use short tasks

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points Use discourse markers to clearly signposts Concentrate on stressing the important information Use short tasks Set questions before you deliver the input

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points Use discourse markers to clearly signposts Concentrate on stressing the important information Use short tasks Set questions before you deliver the input Use visual prompts

EMI Lectures Check your pronunciation of the technical terms in your subject Include these terms on your slides as well as in your speech Adapt your rate of speech and ask for feedback on a regular basis Pause after making important points Use discourse markers to clearly signposts Concentrate on stressing the important information Use short tasks Set questions before you deliver the input Use visual prompts

Tasks to promote interactivity Recalling a previous class/lecture 3 key words Lecture title 20 seconds summary Trans-language summarizing Tweet Free-writing recall What was new? What’s next? What have you done

Tasks to promote interactivity II Preparing for today’s class/lecture Pre-teach key vocabulary Lecture outline Pre-reading/shadow reading/ pre-viewing Send the learners a simple quiz

Tasks to promote interactivity III Managing attention/engagement during classes/lectures (interrupted learning) Pre-questions Note-taking frames Red star slides Paired reconstruction Trans-language summarizing Voting Quiz time Interrupting note-taking Slide design Learners questions

Tasks to promote interactivity IV Reflecting on content at the end of a class/lecture 5 key words Title 5 minutes free writing One minute memory Compare and improve notes What’s new? Problems with comprehension What will you do next? Mind map

Useful links Sources for academic language: www.uefap.net www.phrasebank.manchester.ac.uk www.just-the-word.com (useful for collocations) http://leoxicon.blogspot.de/p/essential-lexical- tools.html#section3 (a colleague’s blog with lots of links to language corpora and collocation checking tools)

Thank you for your attention Thank you for your attention! Do not hesitate to contact me at ekateryna.osypenko@gmail.com