"… without careful preparation of both students and teachers, and without an appropriate support system in place, these new opportunities could simply demotivate students and ultimately lead to less than favourable learning outcomes.” (Weinberg, 2017:306).
But what are the critical factors that need to be in place to ensure the successful implementation of English medium instruction (EMI)? As Macaro, Akincioglu and Han (2018) observe, there is no consensus yet regarding competences that lecturers need to teach content courses through the medium of English to students whose first language is not English. Our presentation will consist of three parts: First we outline how H-INET’s challenge-based EMI CPD module will provide EMI lecturers with (1) an in-depth understanding of language-related and pedagogical challenges facing their students and (2) teaching strategies for adapting their courses in order to help students meet these challenges. Next we’ll describe H-INET’s second EMI module for English Unit staff who are interested in acquiring the additional expertise they need in order to support EMI lecturers and their students. This module will cover additional issues such as myths and misconceptions related to EMI and an national initiative to formulate EMI guidelines for institutional policy-makers to be formulated by English Units that participate in the second module. The third and last part of our presentation will report on the initial results of a H-INET needs analysis survey conducted to ‘map the territory’ and identify what these Units view as priorities that need to be covered in H-INET’s two CPD Modules.