ABSTRACT

The growing phenomenon of university courses designated as English-medium-instruction (EMI) worldwide presents new demands for non-native-English-speaking educators. However, adequate preparation and professional learning support for them to teach academic subjects in English remain a challenge. An understanding of their challenges and professional learning (PL) needs in EMI teaching is critically needed. This review examines 115 articles in English and Chinese on PL for EMI educators in HE, covering numerous countries. It critically reviews the literature to identify the common challenges in EMI teaching, and how and to what extent educators are prepared and supported for EMI teaching. Findings revealed EMI educators are often found unprepared and/or inadequately supported for their new roles. They face multiple challenges when embarking on EMI teaching. The review reveals misalignments between challenges facing educators and formal PL on offer. It also highlights the importance of informal ongoing PL and educators’ agency in orchestrating their learning.

摘要

全球范围内被指定为英语中级教学（EMI）的大学课程的日益增多的现象，对非母语为英语的教育者提出了新的要求。但是，为他们提供英语学术课程的充分准备和专业学习支持仍然是一个挑战。迫切需要了解他们在EMI教学中的挑战和专业学习（PL）需求。这篇评论研究了英语和中文关于PL的115篇文章，内容涉及高等教育的EMI教育者，涉及许多国家。它批判性地回顾了文献，以确定EMI教学中的常见挑战，以及如何以及在何种程度上准备好并为EMI教学提供支持。研究发现表明，EMI教育者通常没有做好准备，和/或没有充分发挥其新作用。他们开始进行EMI教学时面临着多重挑战。审查揭示了教育工作者面临的挑战与所提供的正式PL之间的错位。它还强调了正在进行的非正式PL和教育工作者机构在安排学习中的重要性。