chapter 4 collaboration between esp and emi teachers mei-ling tsai, phd department of physiology...

Chapter 4

Collaboration Between ESP and EMI Teachers

Mei-Ling Tsai, PhD

Department of PhysiologyMedical School

National Cheng Kung University, Tainan, Taiwan

Email: mltsai@mail.ncku.edu.tw

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