Abstract Widespread incorporation of English Medium Instruction (EMI) in higher education has created the need for teacher development initiatives (EMITD) to prepare university lecturers whose first language is not English to teach their content subjects in English. The planning and implementation of such initiatives has frequently been assigned to university language services and the language specialists that collaborate with them. Existing research provides information regarding planned EMITD initiatives, yet there is little research exploring how planned programs are interpreted and implemented in interaction. Such information is vital for quality assessment and for ongoing development. This conversation analysis-informed case study contributes direct evidence regarding how a planned EMITD process is implemented in interaction. Video-recorded interactional data from an EMITD process at a Catalan university are analysed. Participation and notions of interdisciplinary collaboration frame analysis of negotiation sequences. The findings reflect significant modification of the originally planned collaborative process and the roles of participants and the co-construction of participation frameworks that do not support interdisciplinary collaboration. These findings suggest the importance of examining EMI training processes on a local level to better inform future EMITD initiatives and the need for development of training initiatives for EMI teacher trainer-mentors on the part of university language services.

中文翻译：

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批判性地关注英语-中级教学的教师发展

摘要高等教育中广泛采用英语中等教学（EMI）的做法引起了教师发展计划（EMITD）的需求，以准备母语不是英语的大学讲师来教授其英语内容学科。此类计划的计划和实施通常分配给大学语言服务以及与之合作的语言专家。现有研究提供了有关计划的EMITD计划的信息，但是很少有研究探讨如何在交互中解释和实施计划的计划。此类信息对于质量评估和持续开发至关重要。这份经过对话分析的案例研究为如何在交互中实施计划的EMITD过程提供了直接的证据。分析了来自加泰罗尼亚大学EMITD过程的视频记录的交互数据。谈判序列跨学科协作框架分析的参与和概念。调查结果反映了对原先计划的协作过程，参与者的角色以及不支持跨学科协作的参与框架的共同构建的重大修改。这些发现表明，在本地层面上检查EMI培训过程以更好地为将来的EMITD计划提供信息的重要性，以及在大学语言服务方面为EMI老师培训师制定培训计划的必要性。谈判序列跨学科协作框架分析的参与和概念。调查结果反映了对原先计划的协作过程，参与者的角色以及不支持跨学科协作的参与框架的共同构建的重大修改。这些发现表明，在本地层面上检查EMI培训过程以更好地为将来的EMITD计划提供信息的重要性，以及在大学语言服务方面为EMI老师培训师制定培训计划的需求。谈判序列跨学科协作框架分析的参与和概念。调查结果反映了对原先计划的协作过程，参与者的角色以及不支持跨学科协作的参与框架的共同构建的重大修改。这些发现表明，在本地层面上检查EMI培训过程以更好地为将来的EMITD计划提供信息的重要性，以及在大学语言服务方面为EMI老师培训师制定培训计划的需求。