|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Towards a robust empirically-based model of EMI lecturer competence|
|Conference details:||Integrating language and content in higher education (ICLHE), Brussels, Belgium, 2-4 September 2015|
|Subjects:||Lecturing competence; English-medium instruction; Validation theory; Model of EMI competence|
|Subject (DDC):||418.0071: Language teaching |
|Abstract:||Providing evidence of course quality is a key concern in educational contexts. Regarding quality for EMI in HE settings, naturally, the focus is on the ability of lecturers to foster the emerging community of practice, and consequently, the identification of competences required for successful EMI lecturing. Some quality assessment practices focus on lecturer linguistic competence alone, such as accepting general language proficiency certificates (e.g., IELTS, TOEFL/TSE or other CEFR-based assessment) as sufficient proof of competence to handle EMI contexts (R Klaassen, 2001; Renate Klaassen & Bos, 2010; Kling & Stæhr, 2012). These approaches have been questioned on the grounds that they are unable to appropriately deal with the complexities of EMI (Klaassen & Räsänen, 2006). Recognizing the complexity of EMI settings has led to a more EMI-specific approach (Wilkinson, 2008) exemplified in recent EMI quality assurance projects (e.g., EMIQM Uni Freiburg, with the support of ZHAW). While this approach incorporates didactic/communicative and linguistic competence subcriteria, the relationships between individual assessment criteria, linguistic and communicative/didactic subcompetences, and the relative contribution of these criteria and subcompetences to overall perceptions of EMI lecturing competence, remain largely unexplored. To fill this gap, the development of a robust theoretical model, which is a requirement in the development any instrument to be used in teacher competence assessment (Roelofs, 2007), is proposed. The proposed model is to be developed based on the identification of facets of EMI lecture competence from the perspectives of all main stakeholders: students, experts, lecturers and institutions. These facets can then be verified empirically through a multi-method study. A suggested workflow detailing novel data collection and quantitative analysis methods will be presented. The resulting model and data would provide much needed qualitative and quantitative support for the validation claims of EMI-specific assessment tools.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Language Competence (ILC)|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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