As EMI involves the integration of content and discipline-specific communication, this study focuses on intersections between ESP and EMI, especially on how ESP can contribute to improving discipline-specific communication in EMI from the perspective of content lecturers' needs. Specifically, this study provides an overview of EMI training programmes offered by universities in Catalonia (Spain), and explores the written genres assigned by content lecturers in EMI subjects. EMI training programmes are classified according to their orientation: communication, pedagogy, and multilingualism/multiculturalism (Fortanet-Gomez, 2010; Kurtan, 2003). Our analysis pays special attention to the extent to which there is an ESP focus in such training and is complemented by a questionnaire to a group of EMI lecturers on their reported use/teaching of disciplinary genres, following Nesi and Gardner (2012). Findings shed light on practices and expectations related to discipline-specific genre pedagogy, an area that is at the crossroads between EMI and ESP. By examining lecturer perspectives on EMI alongside institutional policies and training programmes, this study can help lecturers cope with the challenges of EMI, and contribute to further developing EMI-ESP lecturer collaboration.

中文翻译：

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EMI讲师培训计划和学术素养

由于EMI涉及内容和学科特定通信的集成，因此本研究着重于ESP与EMI之间的交集，尤其是从内容讲师的需求出发，ESP如何有助于改善EMI中学科特定的通信。具体而言，本研究概述了加泰罗尼亚（西班牙）的大学提供的EMI培训计划，并探讨了EMI学科内容讲师分配的书面体裁。EMI培训计划根据其方向进行分类：交流，教学法和多语言/多元文化主义（Fortanet-Gomez，2010年； Kurtan，2003年）。我们的分析特别关注ESP在这种培训中的关注程度，并根据Nesi和Gardner（2012）的调查表对一组EMI讲师的报告使用/教学形式进行了补充。研究结果揭示了与特定学科的体裁教学法有关的实践和期望，这一领域正处于EMI和ESP之间的十字路口。通过研究讲师关于EMI的观点以及机构政策和培训计划，本研究可以帮助讲师应对EMI的挑战，并有助于进一步发展EMI-ESP讲师的协作。