Cover not available

Article published In: Journal of English-Medium Instruction
Vol. 3:2 (2024) ► pp.164–184

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

Lebanese EMI instructors’ role identity and teaching practices

ORCiD logo with link | Macquarie University
 | Macquarie University
 | Lebanese American University
Published online: 1 November 2023
DOI logo with link
https://doi.org/10.1075/jemi.22024.abo
Abstract
English-medium instruction (EMI) typically requires disciplinary instructors to deliver content in a language other than their students’ and their own first language. While this practice is growing alongside related approaches (e.g., content and language integrated learning) EMI is distinct in that the primary objective is teaching the disciplinary content, with English merely playing an instrumental role. This has implications for how lecturers view their role in EMI classrooms and how this is enacted through their teaching and marking practices. The present study examines instructors’ beliefs about EMI instruction in a context where EMI has long been adopted but only minimally researched: Lebanon. Sixty-three instructors from two Lebanese universities were surveyed about their experiences teaching EMI, their views about the role of language, and their marking practices. Eight instructors were further interviewed to elaborate on these responses. Findings reveal that the majority of the surveyed instructors recognise that teaching English is at least part of their role as content instructors whereas the interviewed instructors distanced themselves from this dual-focused responsibility, despite reporting several examples of teaching English alongside the content. These findings highlight the ambiguity around instructors’ role(s) in EMI classrooms and raises the need for greater definition and clarity to ensure that EMI’s full potential is reached.
Article outline
  • Introduction
  • Literature review
  • Aims and research questions
  • Methodology
  • Results
  • Discussion
  • Conclusion
  • References
References (56)
References
Aguilar, M. (2017). Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722–735. Google Scholar logo with link to Google Scholar
(2020). The content lecturer and English-medium instruction (EMI): Epilogue to the special issue on EMI in higher education. International Journal of Bilingual Education and Bilingualism, 23(3), 340–345. Google Scholar logo with link to Google Scholar
Aizawa, I., & McKinley, J. (2020). EMI challenges in Japan’s internationalization of higher education. In H. Bowles & A. C. Murphy (Eds.), English-medium instruction and the internationalization of universities (pp. 27–48). Palgrave MacMillan. Google Scholar logo with link to Google Scholar
Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39–45. Google Scholar logo with link to Google Scholar
Annous, S. A., Nicolas, M., & Townsend, M. A. (2017). Territorial borders and the teaching of writing in English: Lessons from research at the University of Balamand. In L. Arnold, A. Nebel & L. Ronesi (Eds.), Emerging writing research from the Middle East-North Africa region (pp. 85–114). WAC Clearinghouse and University Press of Colorado. Google Scholar logo with link to Google Scholar
Bacha, B., & Bahous, R. (2008). Contrasting views of business students’ writing needs in an EFL environment. English for Specific Purposes, 271, 74–93. Google Scholar logo with link to Google Scholar
Baker, W., & Hüttner, J. (2017). English and more: A multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia. Journal of Multilingual and Multicultural Development, 38(6), 501–516. Google Scholar logo with link to Google Scholar
(2019). “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics, 29(1), 78–94. Google Scholar logo with link to Google Scholar
Bakkar, B. (2021). Challenges in teaching literature in EMI to EFL speaking students at university level: Instructors’ perceptions. Journal of E-Learning Research, 1(3), 24–43. Google Scholar logo with link to Google Scholar
Block, D., & Moncada-Comas, B. (2022). EMI in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism, 25(2), 410–417. Google Scholar logo with link to Google Scholar
Bowles, H., & Murphy, A. (2020). EMI and the internationalisation of universities: An overview. In H. Bowles & A. Murphy (Eds.), English-medium instruction and the internationalisation of universities (pp. 1–26). Palgrave MacMillan Google Scholar logo with link to Google Scholar
Briggs, J., Dearden, J. & Macaro, E. (2018). English medium instruction: comparing teacher beliefs in secondary and tertiary education. Studies in Second Language Learning and Teaching, 8(3), 673–696. Google Scholar logo with link to Google Scholar
Bukve, T. (2018). Students’ perspectives on English medium instruction: A survey-based study at a Norwegian university. Nordic Journal of English Studies, 17(2), 215–242. Google Scholar logo with link to Google Scholar
Corrales, K., Paba Rey, L., & Santiagao Escamilla, N. (2016). Is EMI enough? Perceptions from university professors and students. Latin American Journal of Content and Language Integrated Learning, 9(2), 318–344. Google Scholar logo with link to Google Scholar
Dang, T., Bonar, G., & Yao, J. (2021). Professional learning for educators teaching in English-medium-instruction in higher education: A systematic review. Teaching in Higher Education, Google Scholar logo with link to Google Scholar
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council.Google Scholar logo with link to Google Scholar
Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in Second Language Learning and Teaching, 6(3), 455–486. Google Scholar logo with link to Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2012). English-medium instruction at universities: Global challenges. Multilingual Matters. Google Scholar logo with link to Google Scholar
Esseili, F. (2017). A sociolinguistic profile of English in Lebanon. World Englishes, 36(4), 684–704. Google Scholar logo with link to Google Scholar
Fang, G., & Liu, Y. (2020). Using all English is not always meaningful: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 2471, 1–18. Google Scholar logo with link to Google Scholar
Farrell, T. (2020). Professional development through reflective practice for English-medium instruction teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277–286. Google Scholar logo with link to Google Scholar
Fenton-Smith, B., Stillwell, C., & Dupuy, R. (2017). Professional development for EMI: Exploring Taiwanese lecturers’ needs. In B. Fenton-Smith et al. (Eds.), English medium instruction in higher education in Asia-Pacific (pp. 194–217). Springer. Google Scholar logo with link to Google Scholar
Galloway, N., Numajiri, T., & Rees, N. (2020). The internationalisation or Englishisation of higher education in East Asia. Higher Education, 801, 395–414. Google Scholar logo with link to Google Scholar
Galloway, N., & Ruegg, R. (2022). English-medium instruction lecturer support needs in Japan and China. System, 105(6), 1–11. Google Scholar logo with link to Google Scholar
Gotti, M. (2015). Code-switching and plurilingualism in English-medium education for academic and professional purposes. Language Learning in Higher Education, 5(1), 83–103. Google Scholar logo with link to Google Scholar
Groblinger, K. (2017). What are the benefits and challenges of EMI in (international) study programs at UAS in Austria? Paper presented at Forschungsforum Der Österreichischen Fachhochschulen: Research, Innovation, Value. University of Applied Sciences, April 2017. Austria: Forschungsforum der Österreichischen Fachhochschulen.
Guarda, M., & Helm, F. (2017). A survey of lecturers’ needs and feedback on EMI training. In K. Ackerely, M. Guarda & F. Helm (Eds.), Sharing perspectives on English-medium instruction (pp. 167–194). Peter Lang.Google Scholar logo with link to Google Scholar
Huang, Y. (2019). English-medium instruction in law and the humanities in higher education: The role of teacher identity. Higher Education Research & Development, 38(6), 1183–1196. Google Scholar logo with link to Google Scholar
Jiang, L., Zhang, L., & May, S. (2019). Implementing English-medium instruction in China: Teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107–119. Google Scholar logo with link to Google Scholar
Kamasak, R., & Sahan, K. (2023). Academic success in English medium courses: Exploring students’ opinions, language proficiency and L2 use. RELC Journal. Advance online publication. 1–16. Google Scholar logo with link to Google Scholar
Kao, Y-T., & Tsou, W. (2017). EMI course assessment: A survey study of the issues. In W. Tsou & S-M. Kao (Eds.), English as a medium of instruction in higher education: Implementation and classroom practices in Taiwan (pp. 183–205). Springer. Google Scholar logo with link to Google Scholar
Lasagabaster, D. (2018). Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching, 51(3), 400–416. Google Scholar logo with link to Google Scholar
Li, N., & Wu, J. (2018). Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education. Language Education and Assessment, 1(1), 28–44. Google Scholar logo with link to Google Scholar
Macaro, E. (2015). English medium instruction: Time to start asking some difficult questions. Modern English Teacher, 24(2), 4–8.Google Scholar logo with link to Google Scholar
Macaro, E., & Aizawa, I. (2022). Who owns English medium instruction? Journal of Multilingual and Multicultural Development, 1–14. Google Scholar logo with link to Google Scholar
Mancho-Barés, G., & Aguilar-Pérez, M. (2016). Problematizing on language learning issues in EMI: opinions of science and technology EMI lecturers. In R. Breeze (Ed.), CLIL and science: New directions in content and language integrated learning in science and technology (pp. 110–113). Pamplona: Servico de publicaciones Universidad de Navarra.Google Scholar logo with link to Google Scholar
(2020). EMI lecturers’ practices in correcting English: Resources for language teaching? Journal of Immersion and Content-Based Language Education, 8(2), 257–284. Google Scholar logo with link to Google Scholar
Margić, B. D., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 351, 31–41. Google Scholar logo with link to Google Scholar
Moncada-Comas, B., & Block, D. (2021). CLIL-ised EMI in practice: Issues arising. The Language Learning Journal, 49(6), 686–698. Google Scholar logo with link to Google Scholar
O’Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553–563. Google Scholar logo with link to Google Scholar
Orduna-Nocito, E., & Sánchez-García, D. (2021). Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European universities. System, 1041, 102692. Google Scholar logo with link to Google Scholar
Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515. [URL].
Pun, J., & Curle, S. (2021). Research methods in English medium instruction. Routledge. Google Scholar logo with link to Google Scholar
Quacquarelli Symonds (2021). QS Top Universities. [URL] Accessed 10 Jan 2023.
Richards, J., & Pun, J. (2022). Teacher strategies in implementing English medium instruction. English Language Teaching Journal, 76(2), 227–237. Google Scholar logo with link to Google Scholar
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press. Google Scholar logo with link to Google Scholar
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 451, 1–14. Google Scholar logo with link to Google Scholar
Sahan, K., Galloway, N., & McKinley, J. (2022). “English-only” English medium instruction: Mixed views in Thai and Vietnamese higher education. Language Teaching Research. Google Scholar logo with link to Google Scholar
Shaaban, K. (2013). Disparity between ideals and reality in curriculum construction: The case of the Lebanese English language curriculum. Creative Education, 4(12), 28–34. Google Scholar logo with link to Google Scholar
Tatzl, D. (2011). English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10(4), 252–270. Google Scholar logo with link to Google Scholar
Tuomainen, S. (2022). University lecturers’ perceptions of the role of English in their teaching. Journal of Applied Language Studies, 16(1), 91–112. Google Scholar logo with link to Google Scholar
Ulla, M., Bucol, J., & Na Ayuthaya, P. (2022). English language curriculum reform strategies: The impact of EMI on students’ language proficiency. Ampersand, 91, 1–9. Google Scholar logo with link to Google Scholar
Xie, W., & Curle, S. (2022). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585–597. Google Scholar logo with link to Google Scholar
Yuksel, D., Curle, S., & Mehmet, A. (2021). A longitudinal study at an EMI university in Turkey: The interplay between English language improvement and academic success. Applied Linguistics Review, 14(3), 1–31. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Pun, Jack
2024. Commentary to the special issue ‘English-medium instruction teachers’ lived experiences and continuing development in multilingual and multicultural contexts’. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue