“Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach

English-medium instruction (EMI) programmes are on the upswing in universities all over the world. However, the literature indicates that EMI instructors hardly pay any attention to the language aspect, in the belief that they are content –and not language– teachers. In an attempt to make EMI teache...

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Detalhes bibliográficos
Autores: Doiz Bienzobas, Aintzane, Lasagabaster Herrarte, David
Formato: artículo
Fecha de publicación:2025
País:España
Recursos:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/75009
Acesso em linha:http://hdl.handle.net/10810/75009
Access Level:acceso abierto
Palavra-chave:English-medium instruction (EMI)
teachers
reflective practice
teacher-fronted questions
English
classroom observation
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spelling “Non-Native” Teachers Teaching Content in English: A Reflective Practice ApproachDoiz Bienzobas, AintzaneLasagabaster Herrarte, DavidEnglish-medium instruction (EMI)teachersreflective practiceteacher-fronted questionsEnglishclassroom observationEnglish-medium instruction (EMI) programmes are on the upswing in universities all over the world. However, the literature indicates that EMI instructors hardly pay any attention to the language aspect, in the belief that they are content –and not language– teachers. In an attempt to make EMI teachers reflect on the paramount role that language and, in particular, teacher-fronted questions play in their classes, in this study four EMI history teachers were video-recorded during six two-hour-long sessions each. Following Gall and Acheson (2011), the three steps of clinical supervision were implemented: planning conference, classroom observation, and feedback conference. By including the teachers as active participants in the process, both the researchers and the teachers looked at the data gathered in the classroom observations and analysed them. As a result of the side-by-side supervision, decisions were made on an equal footing by the researcher and the teacher. This model of supervision provides EMI teachers with objective feedback on their instruction, while they are encouraged to reach their own conclusions. Differences in the receptiveness to the reflective practice among the teachers were observed, suggesting the need to work with teachers on the benefits of professional teaching interventions, such as the one described here.Project PID2020-117882GB-I00 financed by MICIU/AEI/ 10.13039/501100011033; and the Basque Government under Grant Number IT1426-22.TESL-EJ Publications202520252025info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/75009reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MICIU/PID2020-117882GB-I00/https://doi.org/10.55593/ej.29114s3info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/(cc) 2025 The Authors under license CC BY-NC-NDoai:addi.ehu.eus:10810/750092026-06-18T09:23:17Z
dc.title.none.fl_str_mv “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
title “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
spellingShingle “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
Doiz Bienzobas, Aintzane
English-medium instruction (EMI)
teachers
reflective practice
teacher-fronted questions
English
classroom observation
title_short “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
title_full “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
title_fullStr “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
title_full_unstemmed “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
title_sort “Non-Native” Teachers Teaching Content in English: A Reflective Practice Approach
dc.creator.none.fl_str_mv Doiz Bienzobas, Aintzane
Lasagabaster Herrarte, David
author Doiz Bienzobas, Aintzane
author_facet Doiz Bienzobas, Aintzane
Lasagabaster Herrarte, David
author_role author
author2 Lasagabaster Herrarte, David
author2_role author
dc.subject.none.fl_str_mv English-medium instruction (EMI)
teachers
reflective practice
teacher-fronted questions
English
classroom observation
topic English-medium instruction (EMI)
teachers
reflective practice
teacher-fronted questions
English
classroom observation
description English-medium instruction (EMI) programmes are on the upswing in universities all over the world. However, the literature indicates that EMI instructors hardly pay any attention to the language aspect, in the belief that they are content –and not language– teachers. In an attempt to make EMI teachers reflect on the paramount role that language and, in particular, teacher-fronted questions play in their classes, in this study four EMI history teachers were video-recorded during six two-hour-long sessions each. Following Gall and Acheson (2011), the three steps of clinical supervision were implemented: planning conference, classroom observation, and feedback conference. By including the teachers as active participants in the process, both the researchers and the teachers looked at the data gathered in the classroom observations and analysed them. As a result of the side-by-side supervision, decisions were made on an equal footing by the researcher and the teacher. This model of supervision provides EMI teachers with objective feedback on their instruction, while they are encouraged to reach their own conclusions. Differences in the receptiveness to the reflective practice among the teachers were observed, suggesting the need to work with teachers on the benefits of professional teaching interventions, such as the one described here.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/75009
url http://hdl.handle.net/10810/75009
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MICIU/PID2020-117882GB-I00/
https://doi.org/10.55593/ej.29114s3
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
(cc) 2025 The Authors under license CC BY-NC-ND
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
(cc) 2025 The Authors under license CC BY-NC-ND
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv TESL-EJ Publications
publisher.none.fl_str_mv TESL-EJ Publications
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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