| UFPI (Rodrigues & Rocha, 2020Rodrigues, B. G.; Rocha, A. O. (2020). Reflecting about the challenge of using English as a Medium of Instruction in Piaui. In: C. L. Richter; D. G. Nóbrega; F. A. M. Souza; J. F. Nascimento (orgs.), Language teaching-learning in the 21st century. (pp. 119-128) São Paulo, Mentes Abertas.. |
8 professors from UFPI and 2 from UESPI. 6 attended the course and 4 completed the final task. |
To help professors from post-graduation programs from UFPI who were interested in learning about how to teach using English as a Medium of Instruction to be able, subsequently, to develop a course or a seminar to be taught in English in their post-graduation programs. The main objective was to help them to develop the skills they needed to feel more comfortable in performing academic activities in English. |
EMI, definition and presentation; Using English in international contexts; Intercultural competences; CLIL X EMI; Assessment in English in EMI contexts; English imperialism X multilingual empowerment: teaching without perpetuating cultural bias; Andragogy; Reviewing common challenges in English pronunciation; Oral presentations and speaking activities; and Body language: nonverbal communication. |
Every week, the participants received, through email, some materials about the topic that would be discussed in the next session. They were sent written authentic texts (which were short essays or papers that were selected by the group that planned the course after some discussions), and sometimes videos (selected from YouTube or TED). On the emails, which were sent by the person who would lead the next session, besides talking a little about the next topic, there were also some motivating words, inviting the participants to be present and to read the texts and watch the videos (when there were any) in order to be prepared to participate more effectively in the discussions that would occur. |
| UEM-A (Züge, Barreto & Novelli, 2020Züge, A.; Barreto, A.; Novelli, J. (2020). EMI em foco: percepções, possibilidades e desafios. Revista NUPEM, 12(26), 43-61.). |
31 registers. First phase (8 h) – 5 took part. Second phase (8h) – 4 took part. |
To fulfill the commitment made in 2019 to offer a course on EMI (representative took the course at UFPR and had to replicate experience in his institution). |
Basic notions about the teaching and learning processes through LI in the university context (undergraduate and graduate courses), focusing on methodological possibilities to be developed by teachers in their classes. |
Expository module (EMI concepts). Practical module - participants had to present a lesson with content from their university subjects, using LI and the methodological proposals presented in the first module of the course. Feedback sessions - through which each participant could receive an evaluation of his or her performance in the lesson presentation, both from the other course participants and from the teachers. |
| UEM-B (Verdu, 2017Verdu, F. C. (2017). EMI (English as a Medium of Instruction) como estratégia de internacionalização em casa: um estudo de caso num programa de pós-graduação em administração. São Paulo. Anais do EnANPAD 2017, São Paulo, SP. p. 1-8.). |
20 registered (professors and students), 3 of them completed the course (only graduate professors). |
To strengthen Internationalization at Home process at UEM. |
It was a free course taught in English concerning EMI aspects with a focus on the development of internationalization at home at the Post-graduation Program in Administration at UEM. |
There is no explicit information about the methodology, however the professors who completed the course about EMI were supposed to continue publishing articles and teaching in English as a way to improve the internationalization at home process in the university. |
| UFPR - A (Jordão, 2016Jordão, C. M. (2016). Decolonizing identities: English for internationalization in a Brazilian university. Interfaces Brasil/Canadá, 16(1), 191-209.). |
20 enrolled, less than half completed the course. |
Not to teach English, but to use English to discuss academic actions, such as presenting papers, emails with potential partners, and planning and implementing classes in English for Brazilian and foreign students. The goal was to critically reflect on the need and impact of using English in academic activities. |
Native speakerism. Linguistic imperialism, (de)coloniality, postmodernism. Not a pre-planned course with an already established syllabus, nor English classes as traditionally understood, but discussions and activities around academic actions, developed in English from the experiences of participants as researchers in international environments. The aim was to create a routine (culture) of discussion and academic production in the English language, thus preparing the university structure for internationalization. |
The administration embraced this proposal and the 40-hour course started in April 2015, with the explicit intention of becoming a site for future research – and for this I had the collaboration of a fellow professor from Languages. She took the responsibility of taking ethnographic notes of our meetings and giving me suggestions for class planning, occasionally stepping in for some of the time. Before she could join us, though, our first meetings were used to clarify the course design, its aims and intended participants, as well as to do some prospective diagnosis of the group in terms of their experience with the English language. We discussed especially what we understood by the reference to a collaborative course syllabus. |
| UFPR - B (Oxford) (Martinez & Fernandes, 2020Martinez, R.; Fernandes, K. (2020). Development of a Teacher Training Course for English Medium Instruction for Higher Education Professors in Brazil. In: Sánchez-Pérez, M. M. (org.). Advances in Higher Education and Professional Development. (pp. 125-152). IGI Global.). |
18 graduate professors. |
Main expected an overall goal of the Oxford EMI course was to help lecturers feel more confident about delivering their course(s) through English. |
Language awareness. Classroom dynamics. Teacher-student interaction. Observed teaching practice. |
Essentially the same course the Oxford trainers delivered to lecturers from anywhere around the world, irrespective of culture and nationality. |
| UFPR – C (Martinez & Fernandes, 2020Martinez, R.; Fernandes, K. (2020). Development of a Teacher Training Course for English Medium Instruction for Higher Education Professors in Brazil. In: Sánchez-Pérez, M. M. (org.). Advances in Higher Education and Professional Development. (pp. 125-152). IGI Global., local pilot course). |
23 graduate professors. |
First step in an iterative process of ongoing course development, the main expected overall goal of the Oxford EMI course was to help lecturers feel more confident about delivering their course(s) through English. Awareness of how course content and teaching dynamics ultimately matter more to students than accent or occasional lecturer disfluencies. How to plan and deliver a class that incorporates active methodologies. Basic techniques to signal important points and transitions in their lessons. Awareness of how to deal with English language errors in class. |
See Table 1. Developed from the participation at the Oxford EMI course and an interview with 3 other participants. |
Activities were student-led, requiring participants to make posters, for example, or place self-adhesive sheets of paper (“Post-Its”). Several different topics were focused on throughout the course, including discussion of institutional challenges, effective teaching practices, non-native speaker identity. Classroom management, active methodologies, and so on. The final assessment was to be the delivery of a twenty-minute class, taught to their own peers in the classroom. |
| UFPR - D An intensive course. |
20 professors. |
Same pilot course. |
Basically the same pilot course, but with fewer out-of-class activities. Discussion about language and institutional policy. Correction, language from the student's perspective (what kind of proficiency is required from the student?, how students should be evaluated and to what extent languages should be only in English). |
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| UNISINOS (Pusey, 2020aPusey, K. J. (2020a). Lessons Learned Piloting an EMI Support Course at a Southern Brazilian University. Brazilian English Language Teaching Journal BELT, 11(2), 1-11.). |
Initially a total of 25 participants, but due to various scheduling conflicts, only 10 faculty members completed the entire course. |
To develop teachers’ knowledge of language, communication, and pedagogy for EMI, as well as to raise their awareness of historical and contemporary issues (i.e., challenges, policies, relative advantages and disadvantages) connected to EMI implementation. |
Educational, sociological, cultural and political issues involved in EMI implementation. |
The course culminated with a curriculum development project, which required the faculty participants to create and formally present an EMI course proposal to the class, with the hope that these proposals could actually be used in the future. (Most of the faculty members were not currently teaching EMI courses.) |
