Research Article
Professional Development for English-medium Instruction Lecturers: A Critical Review
@INPROCEEDINGS{10.4108/eai.9-10-2021.2319689, author={Syariful Muttaqin}, title={Professional Development for English-medium Instruction Lecturers: A Critical Review }, proceedings={Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia}, publisher={EAI}, proceedings_a={ICOLLEC}, year={2022}, month={7}, keywords={english-medium instruction meso-micro level policy mismatch professional development}, doi={10.4108/eai.9-10-2021.2319689} }- Syariful Muttaqin
Year: 2022
Professional Development for English-medium Instruction Lecturers: A Critical Review
ICOLLEC
EAI
DOI: 10.4108/eai.9-10-2021.2319689
Abstract
Despite its rapid adoption in higher education institutions among non-English speaking countries, English-medium instruction (EMI) has been implemented with some discrepancies that exist in macro, meso and micro level policies. This paper is aimed to provide a critical overview of those mismatches though not neglecting some benefits of EMI application by addressing the following issues: (1) the discrepancies in EMI policy at the meso and micro levels regarding EMI lecturers’ linguistic and pedagogical competence, (2) institutional supports in the form of lecturer professional development (LPD), and (3) proposed model for EMI lecturer professional development. The professional development should be conducted in such an integrated, continuous, and collaborative method as an institutional support with the involvement of language specialist and EMI experts for more effective and efficient outcomes. Future studies to see how lecturer professional development is conducted is worth conducting for facilitating EMI lecturers in the content delivery and for the students in both content mastery and language enhancement benefits to support the higher education institution vision in internationalization.
