Cover not available

Article published In: Journal of English-Medium Instruction
Vol. 3:2 (2024) ► pp.141–163

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

A framework for language specialist and content teacher collaboration in Turkish EMI university settings

The collaborative planning tool

ORCiD logo with link | University of Oxford
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Oxford.

Published online: 19 March 2024
DOI logo with link
https://doi.org/10.1075/jemi.23004.aki
Abstract
Although the efficacy levels of interdisciplinary teacher collaboration attained at pre-university level are well documented, research in higher education contexts is still scarce. Macaro, E., Akıncıoğlu, M., & Dearden, J. (2016). English medium instruction in universities: A collaborative experiment in Turkey. Studies in English Language Teaching, 4(1), 51–76. Google Scholar logo with link to Google Scholar earlier reported on a quasi-experimental intervention project conducted in Türkiye with an objective to promote collaboration between nine pairs of English language specialists and content teachers from four universities, and the analyses of the pre- and post-intervention interviews suggested that this sort of collaboration can be highly beneficial. This paper, however, puts the research tool, the Collaborative Planning Tool (CPT), into perspective by describing a learning-centred approach to research design as a way to better understand interdisciplinary teacher collaboration. By re-examining the extant research data (audio-recorded discussions of 72 collaborative planning sessions), this paper presents new findings (clustered under three emerging themes: use of the CPT; interplay between language and content; and the role of feedback in lesson planning), suggesting that the CPT can provide an effective framework for interdisciplinary teacher collaboration in EMI university settings. A discussion of the concept of quality in EMI is also presented.
Article outline
  • Introduction
  • Theoretical background of the intervention and the CPT
  • The position of English language teaching in EMI university contexts
  • Contexts of EMI and interdisciplinary teacher collaboration
  • The intervention project
    • Methodology
    • Research instrument
    • Procedure
  • Findings
    • Use of the CPT
    • Interplay between language and content
    • Role of feedback in lesson planning
  • Discussions and limitations
  • Conclusion
  • Acknowledgements
  • Notes
  • References
References (54)
References
Aguilar, M., & Muñoz, C. (2013). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1–18. Google Scholar logo with link to Google Scholar
Akıncıoğlu, M. (2023). Rethinking of EMI in higher education: a critical view on its scope, definition and quality. Language, Culture and Curriculum, advance online publication. Google Scholar logo with link to Google Scholar
(2012). A critical approach to textbook analysis: Critical discourse analysis (CDA) of two EAP textbooks (Unpublished MLitt. dissertation). University of St Andrews, Scotland.
British Council/ Türkiye Ekonomi Politikaları Araştırma Vakfı. (2015). The state of English in higher education in Turkey: A baseline study. British Council.Google Scholar logo with link to Google Scholar
Brookfield, S. D. (2017). Becoming a critically reflective teacher. Jossey-Bass.Google Scholar logo with link to Google Scholar
Chopey, M. (2015). Investigating teacher partnerships for CLIL: Developing a model for subject-content and language teacher pedagogic collaboration towards integration, [Doctoral dissertation, University of Aberdeen]. Open Access Thesis and Dissertations.
Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14. Google Scholar logo with link to Google Scholar
Contero, C., Zayas, F., & Arco, J. I. (2018). Addressing CLIL lecturers’ needs: Reflections on specific methodological training. Porta linguarum (special issue 3), 121–135. Google Scholar logo with link to Google Scholar
Dafouz, E., & Smit, U. (2020). Road-mapping English medium education in the internationalised university. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454–475. Google Scholar logo with link to Google Scholar
Dimova, S., & Kling, J. (2018). Assessing English-medium instruction lecturer language proficiency across disciplines. TESOL Quarterly, 52(3), 634–56. Google Scholar logo with link to Google Scholar
Doiz, A., & Lasagabaster, D. (2021). Analysing EMI teachers’ and students’ talk about language and language use. In D. Lasagabaster & A. Doiz (Eds.), Language use in English-medium instruction at university: International perspectives on teacher practice (pp. 34–55). Routledge. Google Scholar logo with link to Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2013). Globalisation, internationalisation, multilingualism and linguistic strains in higher education. Studies in Higher Education, 38(9), 1407–1421. Google Scholar logo with link to Google Scholar
Dubow, G., Gundermann, S., & Northover, L. (2021). Establishing quality criteria and an EMI certification procedure. In J. K. H. Pun & S. M. Curle (Eds.). Research methods in English medium instruction. Routledge. Google Scholar logo with link to Google Scholar
Dudley-Evans, T. (2001). Team-teaching in EAP. In J. Flowerdew & M. Peacock (Eds.). Research perspectives in English for academic purposes (pp. 225–238). Cambridge University Press. Google Scholar logo with link to Google Scholar
Galloway, N., & Ruegg, R. (2020). The provision of student support on English medium instruction programmes in Japan and China. Journal of English for Academic Purposes, 451, Article 100846. Google Scholar logo with link to Google Scholar
Godínez, J. M. (2018). How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers? Reflective Practice Journal, 19(4), 427–446. Google Scholar logo with link to Google Scholar
Honigsfeld, A., & Dove, M. G. (2019). Preparing teachers for co-teaching and collaboration. In L. C. de Olivera (Ed.), The handbook of TESOL in K-12 (pp. 405–422). Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13(1), 21–40. Google Scholar logo with link to Google Scholar
Jacobs, C. (2010). Collaboration as pedagogy: Consequences and implications for partnerships between communication and disciplinary specialists. Southern African Linguistics and Applied Language Studies, 28(3), 227–237. Google Scholar logo with link to Google Scholar
Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. Routledge. Google Scholar logo with link to Google Scholar
Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies, 9(12), 443–459. Google Scholar logo with link to Google Scholar
Kirkpatrick, A., & Liddicote, A. J. (2017). Language education policy and practice in East Asia and Southeast Asia. Language Teaching, 50(2), 155–188. Google Scholar logo with link to Google Scholar
Kortmann, B. (2019). Language policies at the LERU member institutions (Briefing Paper No 4). League of European Research Universities.Google Scholar logo with link to Google Scholar
Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in higher education: Reflections on recent policy developments, Higher Education, 67(5), 533–549. Google Scholar logo with link to Google Scholar
Lantolf, J. P. (2007). Socio-cultural theory: A unified approach to L2 learning and teaching. In J. Cummins & C. Davison (Eds.), International handbook of language teaching: Part 1 (pp. 693–701). 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
Lo, Y. Y. (2015). A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programs. International Journal of Bilingual Education and Bilingualism, 18(4), 443–462. Google Scholar logo with link to Google Scholar
Lyster, R. (2017). Preface. In J. Valcke & R. Wilkinson (Eds.), Integrating content and language in higher education: Perspectives and professional practice (pp. 7–14). Peter Lang. Google Scholar logo with link to Google Scholar
Macaro, E., & Aizawa, I. (2022). Who owns English medium instruction? Journal of Multilingual and Multicultural Development. Advance online publication. Google Scholar logo with link to Google Scholar
Macaro, E., & Akıncıoğlu, M. (2018). Turkish university students’ perceptions about English medium instruction: Exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3), 256–270. Google Scholar logo with link to Google Scholar
Macaro, E., Akıncıoğlu, M., & Dearden, J. (2016). English medium instruction in universities: A collaborative experiment in Turkey. Studies in English Language Teaching, 4(1), 51–76. Google Scholar logo with link to Google Scholar
Macaro, E., Akıncıoğlu, M., & Han, S. (2020). English medium instruction in higher education: Teacher perspectives on professional development and certification. International Journal of Applied Linguistics, 301, 144–157. Google Scholar logo with link to Google Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. Google Scholar logo with link to Google Scholar
Marrongelle, K., Sztajn, P., & Smith, M. (2013). Scaling up professional development in an era of common state standards. Journal of Teacher Education, 64(3), 202–211. Google Scholar logo with link to Google Scholar
Martinez, R. (2016). English as a medium of instruction (EMI) in Brazilian higher education: Challenges and opportunities. In K. R. Finardi (Ed.), English in Brazil: Views, policies and programs (pp. 191–228). EDUEL.Google Scholar logo with link to Google Scholar
McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction: Putting research into practice. Journal of English-Medium Instruction, 1(1), 85–104. Google Scholar logo with link to Google Scholar
McKinley, J., Sahan, K., Zhou, S. & Rose, H. (2023). Researching EMI policy and practice multilingually: Reflections from China and Turkey. Language and Education, Google Scholar logo with link to Google Scholar
Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80(1), 1–14. Google Scholar logo with link to Google Scholar
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.Google Scholar logo with link to Google Scholar
Murray, N. (2022). A model to support the equitable development of academic literacy in institutions of higher education. Journal of Further and Higher Education, 46(8), 1054–1065. 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), 553–63. Google Scholar logo with link to Google Scholar
Pavón, V., Avila, J., Gallego, A., & Espejo, R. (2015). Strategic and organisational considerations in planning content and language integrated learning: A study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism, 18(4), 409–425. 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. Google Scholar logo with link to Google Scholar
Pérez-Cañado, M. L. (2020). Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts. Journal of English for Academic Purposes, 481, 1–22. Google Scholar logo with link to Google Scholar
Saarinen, T., & Taalas, P. (2017). Nordic language policies for higher education and their multi-layered motivations. Higher Education, 73(4), 597–612. Google Scholar logo with link to Google Scholar
Sánchez-Pérez, M. M. (2020). Teacher training for English-medium instruction in higher education. IGI Global. Google Scholar logo with link to Google Scholar
Senn, G., McMurtrie, D., & Coleman, B. (2019). Collaboration in the middle: Teachers in interdisciplinary planning. Current Issues in Middle Level Education, 24(1), 25–31. Google Scholar logo with link to Google Scholar
Spolsky, B. (Ed.). (2012). The Cambridge handbook of language policy. Cambridge University Press. Google Scholar logo with link to Google Scholar
Taguchi, N. (2014). English-medium education in the global society: Introduction to the special issue. International Review of Applied Linguistics for Language Teaching, 52(2), 89–98. Google Scholar logo with link to Google Scholar
Valcke, J., & Wilkinson, R. (2017). Introduction: ICLHE, professional practice, disruption, and quality. In J. Valcke & R. Wilkinson (Eds.), Integrating content and language in higher education: Perspectives and professional practice (pp. 15–24). Peter Lang. Google Scholar logo with link to Google Scholar
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). MIT Press.Google Scholar logo with link to Google Scholar
Yuan, R. (2021). Promoting English-as-a-medium-of-instruction (EMI) teacher development in higher education: What can language specialists do and become? RELC Journal. Advance online publication. Google Scholar logo with link to Google Scholar
Yüksel, D., Soruç, A., Altay, M., & Curle, S. (2023). A longitudinal study at an English medium instruction university in Turkey: The interplay between English language improvement and academic success. Applied Linguistics Review, 14(3), 533–552. Google Scholar logo with link to Google Scholar
Cited by (4)

Cited by four other publications

Akıncıoğlu, Mustafa
2025. Reforming EMI in higher education: The EMI ProF as a political normative framework for policy, quality, and professionalisation. International Journal of Educational Development 115 ► pp. 103276 ff. DOI logo
Lersundi Perez, Amaia, Eneritz Garro Larrañaga & Nagore Ipiña Larrañaga
2025. Presage conditions for deeper learning: views of post-secondary teachers working on multidisciplinary projects. Language, Culture and Curriculum 38:3 ► pp. 309 ff. DOI logo
Walenta, Magdalena
2025. Introducing Content-Based Structured Input to English-Medium Instruction: Evidence from Verb Pattern Acquisition in a Disciplinary Course for University Students in Poland. Languages 10:10 ► pp. 253 ff. DOI logo
Abdel Latif, Muhammad M. M. & Abdul Aziz Mohamed Mohamed Ali El Deen
2024. Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs. Humanities and Social Sciences Communications 11:1 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