Personal narratives of three EMI teachers: construction of their identities based on their experiential development
This study focuses on English-medium instruction (EMI) teacher development in the specific context of a technical university in Spain, where English-medium instruction has been adopted swiftly but irregularly over the past decade. In contexts where EMI implementation relies mainly on bottom-up initi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/417631 |
| Acceso en línea: | https://hdl.handle.net/2117/417631 https://dx.doi.org/10.1080/01434632.2024.2373254 |
| Access Level: | acceso abierto |
| Palabra clave: | English-medium instruction Lecturer narratives Professional development Experiential development Lived experiences Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües |
| Sumario: | This study focuses on English-medium instruction (EMI) teacher development in the specific context of a technical university in Spain, where English-medium instruction has been adopted swiftly but irregularly over the past decade. In contexts where EMI implementation relies mainly on bottom-up initiatives, its success largely depends on the preparedness of content lecturers, which is why attention must be paid to lecturers’ experiential development. In order to understand how EMI lecturers view themselves, their teaching practices and their impact, we analyse the personal narratives of three effective EMI lecturers as they reflect on their lived experiences. The approach taken in this study is that of narrative inquiry, with the purpose of understanding the extent to which teachers’ experience and perceived identity relate to their teaching behaviour. Findings shed light on different experiential journeys and EMI lecturer profiles. These narratives help us gain insight that can inform EMI teacher trainers and institutions on how to bridge the gap between individual, volunteering approaches to EMI and scalable actions for institutionally implemented and quality EMI. |
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