Chapter 4 Collaboration Between ESP and EMI Teachers Mei-Ling Tsai, PhD Department of Physiology Medical School National Cheng Kung University, Tainan, Taiwan

Global Competence Professional Intercultural English -EFL -L2 -L1

International Programs in EFL with English-medium Instruction (EMI) Advanced Academic English Skills in a Specific Discipline?

Language Structure WRITING SPEAKING Content ESL Expertise ESP teachers EMI/ESP integration Co-teaching how to write effectively must INTEGRATE and CREATE new values Discipline Expertise EMI teachers Critical Thinking

 Low High High Low Work intensity of Discipline-specific Knowledge Work intensity of English skills training Year of Study Senior in Undergraduate or Graduate Programs Innovative practice to harmonize the best practice between ESP and EMI teachers Co-teach Global Competence EAP EMI courses Traditional Non-EMI Innovative ESP Freshman

Innovative ESP for Adult Learning Co-teaching and small-group learning via interactive Team Work

Why? Team Work

Three must-ask questions for team teachers in innovative ESP courses What to teach? Who to teach? How to teach?

Language WRITING SPEAKING Content What to teach? Critical Thinking Effective Learning Skills

Effective learning skills with critical thinking- for adults

Language WRITING SPEAKING Content ESL Expertise ESP teachers Discipline Expertise EMI teachers Who to teach? Passion with self-actualization

An internal need of self-actualization for self-improvement

Language WRITING SPEAKING Content ESL Expertise ESP teachers Discipline Expertise EMI teachers How to teach? Instructional Pedagogy for meaningful learning

Knowledge/Skills-2 Meaningful Learning

Task-based learning Problem-Based Learning Case-Based Learning (ML Tsai) Paper-Based Learning (Paul Saunders) Skills Knowledge Prior knowledge Reflections

Small groupPrior knowledge via discussion Skills/Knowledge reconstruction Task-based learning + With a short abstract Skills Problem-Based Learning + no lectures Knowledge Case-Based Learning + align with lectures Skills and knowledge Paper-Based Learning + Paper reading More skills and knowledge

Case-based Learning in EMI courses

Case Study-Part 1 Mr. Tang, a 25-year-old salesman comes to our hospital because his armpit temperature increases slightly to about 38  C mostly everyday between the afternoon and the early evening. In the interview, he said that he is not married and has a bisexual preference. Physical examinations show clear consciousness and that the patient is slightly under-weight. Blood pressure is normal. Heart rate, respiration rate, and armpit temperature is higher than normal. Small white patches and ulcers appear on the mucosa in the oral cavity. Multiple lymph nodules on the neck with non-painful responses to palpation are found. Chest X- ray shows interstitial infiltrations in the upper lung.

TimeMeet- ing ProcessTeacher in charge Wk 11Step 1: Vocabulary/Definition in Part 1 of the case.ESP EMI Step 2: Key Information/Relevance in Part 1 of the case. Step 3: Grouping key information and explaining the causal effect between two key sources of information. Step 4: Hypotheses for the major problem the patient raised in the case (possible mechanisms). Step 5: Identification of supporting data or evidence in this case to support the hypothesis proposed in Step 4. Step 6: Negotiating and determining learning objectives for each individual. Step 7: Submission of learning objectives. 21.EMI lecture 1- related to Part 1 in the case. 2.Introduction of oral presentation. 3.Self-study on the learning objectives. EMI ESP Wk 211.Give an oral report on the learning issues based on Part 1. 2.Repeat the process from Step 1 to 7 on Part 2 in the case. EMI ESP 21.EMI lecture 2- related to Part 2 in the case. 2.Orientation of writing assignment. EMI ESP Wk 31Give an integrated oral report and submit a writing report based on Parts 1 and 2. EMI ESP 2Reflection/Wrap-up on both knowledge and language.EMI /ESP

Team-teaching and small-group discussion in situated learning environment to improve critical thinking and meaningful learning in ESP Innovative ESP