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Chapter 4
Collaboration Between ESP and EMI Teachers
Mei-Ling Tsai, PhD
Department of PhysiologyMedical School
National Cheng Kung University, Tainan, Taiwan
Email: [email protected]
Global CompetenceProfessionalIntercultural
English
-EFL
-L2
-L1
International Programs in EFL with English-medium Instruction (EMI)
Advanced Academic English Skills in a Specific Discipline?
Language
Structure
WRITINGSPEAKING
Content
ESL ExpertiseESP teachers
EMI/ESPintegration
Co-teaching how to write effectively mustINTEGRATE and CREATE new values
Discipline ExpertiseEMI teachers
Critical Thinking
Low High
High Low
Work intensity of Discipline-specific Knowledge
Work intensity of English
skills training
Year of Study
Senior in Undergraduate
orGraduate Programs
Innovative practice to harmonize the best practice between ESP and EMI teachers
Co-teach
Global Competence
EAP
EMI courses
Traditional Non-EMI
Innovative ESP
Freshman
Innovative ESP for Adult Learning
Co-teaching and small-group learning via interactive
Team Work
Why?
Team
Work
Three must-ask questions for team teachers
in innovative ESP courses
What to teach?Who to teach?How to teach?
Language
WRITINGSPEAKING
Content
What to teach?Critical Thinking
Effective Learning Skills
Effective learning skills with critical thinking-for adults
Language
WRITINGSPEAKING
Content
ESL ExpertiseESP teachers
Discipline ExpertiseEMI teachers
Who to teach?Passion
with self-actualization
An internal need of self-actualization for self-improvement
Language
WRITINGSPEAKING
Content
ESL ExpertiseESP teachers
Discipline ExpertiseEMI teachers
How to teach?Instructional Pedagogyfor meaningful learning
Meaningful Learning
Task-based learning Problem-Based Learning
Case-Based Learning (ML Tsai)Paper-Based Learning (Paul Saunders)
SkillsKnowledge
Prior knowledgeReflections
Small group Prior knowledgevia discussion
Skills/Knowledge reconstruction
Task-based learning
+With a short abstract
Skills
Problem-Based Learning
+no lectures
Knowledge
Case-Based Learning
+align with lectures
Skills and knowledge
Paper-Based Learning
+Paper reading
More skills and knowledge
Case-based Learning in EMI courses
Case Study-Part 1Mr. Tang, a 25-year-old salesman comes to our hospital
because his armpit temperature increases slightly to about 38 C mostly everyday between the afternoon and the early evening. In the interview, he said that he is not married and has a bisexual preference.
Physical examinations show clear consciousness and that the patient is slightly under-weight. Blood pressure is normal. Heart rate, respiration rate, and armpit temperature is higher than normal. Small white patches and ulcers appear on the mucosa in the oral cavity. Multiple lymph nodules on the neck with non-painful responses to palpation are found. Chest X-ray shows interstitial infiltrations in the upper lung.
Time Meet-ing
Process Teacher in charge
Wk 1 1 Step 1: Vocabulary/Definition in Part 1 of the case. ESPEMIStep 2: Key Information/Relevance in Part 1 of the case.
Step 3: Grouping key information and explaining the causal effect between two key sources of information.Step 4: Hypotheses for the major problem the patient raised in the case (possible mechanisms).Step 5: Identification of supporting data or evidence in this case to support the hypothesis proposed in Step 4.Step 6: Negotiating and determining learning objectives for each individual.Step 7: Submission of learning objectives.
2 1. EMI lecture 1- related to Part 1 in the case.2. Introduction of oral presentation.3. Self-study on the learning objectives.
EMIESP
Wk 2 1 1. Give an oral report on the learning issues based on Part 1.2. Repeat the process from Step 1 to 7 on Part 2 in the case.
EMI ESP
2 1. EMI lecture 2- related to Part 2 in the case.2. Orientation of writing assignment.
EMIESP
Wk 3 1 Give an integrated oral report and submit a writing report based on Parts 1 and 2.
EMI ESP
2 Reflection/Wrap-up on both knowledge and language. EMI /ESP
Team-teaching and small-group discussion
in situated learning environment to improve
critical thinking and meaningful learning in ESP
Innovative ESP
