English proficiency and approaches to teaching when English is the medium of instruction

In numerous higher education contexts around the world, Sweden included, the practice of using English to teach/learn academic subjects (EMI) has quickly grown in scope and prominence. Despite its popularity, the consequences of EMI with respect to education quality are poorly understood.

EMI teachers’ ability to engage students in English is central in this regard, since intelligible interaction in English is a precondition for learning in EMI.

Adressing concerns raised re EMI teachers´ English proficiency, this project studies the relationship between the teaching approaches of teachers working in EMI and their level of English proficiency, a relationship that has never been studied empirically.

Specifically, we want to explore whether highly English proficient EMI teachers are more prone to adopt a student-focused teaching approach whereas teachers with limited English proficiency are likelier to adopt a teacher-focused teaching approach.

Set in Sweden, Hong Kong, and Brazil, this collaborative project relies on comparative education methodology (using surveys, self-assessment, language testing, and interviews) and will greatly enhance our understanding of the role played by language in EMI.

By mapping the English proficiency of teachers in different contexts of EMI, the English skills that contribute to effective teaching in EMI, and the need for language support for EMI teachers, this project can significantly impact research in multiple fields as well as EMI practice.