|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Transdisciplinary collaboration on EMI initiatives in Swiss higher education : between struggle and success|
|Conference details:||ICHLE Symposium 2020: Transdisciplinary Collaboration in ICHLE and EMI, Online, 15-16 October 2020|
|Subjects:||English medium instruction; Swiss higher education|
|Subject (DDC):||378: Higher education |
|Abstract:||EMI in Swiss higher education is often implemented in a concerted effort involving different stakeholders including curriculum planners, subject teachers and applied linguists. Curriculum planners typically are heads of study programs or teaching coordinators who drive EMI within their institutional contexts. Subject teachers are those lecturers who volunteer, or are required, to take part in an EMI initiative. Applied linguists are internal or external EMI experts invited to help curriculum planners. While collaboration between these stakeholders on EMI initiatives may be very fruitful, it is often accompanied by friction that reveals a discrepancy in understanding of the role of EMI experts and, more generally, of language and communication in disciplinary learning. These conflicting interpretations pose particular challenges for the EMI experts as they find themselves in the role of disciplinary outsiders trying to negotiate their perspective. Against this background, I am going to review the efficacy of the EMI support we have offered in different disciplinary contexts over the years, revisiting points of successful collaboration with subject experts and points of struggle and frustration.|
|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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