Abstract This article reports on a cross-sectional concurrent triangulation mixed methods study which has been conducted with 153 teachers involved in EMI programs at the University of Jaen, in southern Spain. Four types of triangulation have been employed to determine teachers’ perspectives through questionnaires and semi-structured interviews in 165 subjects, 28 Bachelor’s Degrees, and 8 Master’s Degrees vis-a-vis their training needs on the theoretical underpinnings of EMI, linguistic competence, methodology, materials and resources, evaluation, ongoing professional development, and mobility. Based on those outcomes, a specific teacher education proposal has been articulated to address the chief areas in need of attention and its success has been gauged via a satisfaction survey. The outcomes provide a comprehensive picture of the main teacher training needs in this monolingual setting and point to the desirability of “CLIL-izing” EMI, that is, of including an overt language focus (especially on EAP) in the training provided.

中文翻译：

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解决 EMI 教师培训中的研究差距：单语环境下的循证教师教育建议

摘要 本文报告了一项横断面并发三角测量混合方法研究，该研究对西班牙南部哈恩大学的 153 名参与 EMI 课程的教师进行了研究。通过问卷调查和半结构化访谈，对 165 个学科、28 个学士学位和 8 个硕士学位采用四种类型的三角测量来确定教师对 EMI 理论基础、语言能力、方法论基础的培训需求、材料和资源、评估、持续的专业发展和流动性。根据这些结果，提出了一项具体的教师教育建议，以解决需要关注的主要领域，并通过满意度调查来衡量其成功与否。