This study examines the impact of interdisciplinary teacher collaboration on English-medium instruction (EMI) teachers’ professional development in higher education. Five content teachers from a variety of academic backgrounds jointly designed, developed and implemented an interdisciplinary EMI course at a private university in Taiwan. Based on classroom observations, in-depth interviews and document analysis, the findings show that content teachers’ attitudes towards EMI teaching became more positive as a consequence of participating in teacher collaboration. The findings also stress the value of teacher collaboration in supporting content teachers’ language teaching strategies and instructional language use in EMI. Implications and directions for future research are also provided.
BrownH (2016) English-medium instruction in Japan: Discussing implications for language teaching. In: ClementsPKruseABrownH (eds) Focus on the Learner. Tokyo: JALT, 419–425.
2.
CankayaP (2017) Challenges in English medium of instruction from the teachers and students’ eyes. International Journal of Languages’ Education and Teaching5(4): 830–839.
3.
ChoiSJ (2012) English as an instructional medium in Korean higher education: Focusing on the perspectives of professors. English Language & Literature Teaching18(3): 25–51.
4.
CorbinJStraussA (1990) Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology13(1): 3–21.
5.
Dafouz-MilneESmitU (2016) Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics37(3): 397–415.
6.
FarrellT (2020) Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism23(3): 277–286.
7.
FriendMCookL (2010) Co-teaching: An illustration of complexity of collaboration in special education. Journal of Educational and Psychological Consultation20: 9–27.
8.
FriendMCookL (2013) Interactions: Collaboration Skills for School Professionals. New York: Pearson.
9.
GibbonsP (2009) English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
10.
GoodmanAG (2014) Implementing English as a medium of instruction in a Ukrainian university: Challenges, adjustments, and opportunities. International Journal of Pedagogies and Learning9(2): 130–141.
11.
HohG (2016) Extrapolating from an inquiry into curricular issues concerning the adoption of English as medium of instruction in a Japanese university situation. Latin American Journal of Content and Language Integrated Learning9(1): 210–235.
12.
HuGLieJ (2013) English-medium instruction in Chinese higher education: A case study. High Education67: 551–567.
13.
HuangY (2012) Design and implementation of English-medium courses in higher education in Taiwan: A qualitative case study. English Teaching and Learning36(1): 1–51.
14.
KimJKimEKweonS (2018) Challenges in implementing English-medium instruction: Perspectives of humanities and social sciences professors teaching engineering students. English for Specific Purposes51: 111–123.
15.
LasagabasterD (2018) Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching51(3): 400–416.
16.
LeiJHuG (2014) English-medium instruction in Chinese higher education: A case study. High Education67: 551–567.
17.
LoYY (2015) A glimpse into the effectiveness of L2-content crosscurricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism18(4): 443–462.
18.
LoYY (2020) Professional Development of CLIL Teachers. Singapore: Springer Singapore.
19.
LysterR (2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam/Philadelphia: John Benjamins.
20.
MacaroEAkinciogluMDeardenJ (2016) English medium instruction in universities: A Collaborative experiment in Turkey. Studies in English Language Teaching4(1): 51–76.
21.
McConachieSPetroskyA (2010) Content Matters: A Disciplinary Literacy Approach to Improving Student Learning. San Francisco, CA: Jossey-Bass.
22.
MetzgerKJ (2015) Collaborative teaching practices in undergraduate active learning classrooms: A report of faculty team teaching models and student reflections from two biology courses. Journal of College Biology Teaching41(1): 3–9.
23.
O’LearyM (2014) Classroom Observation: A Guide to the Effective Observation of Teaching and Learning. Oxon: Routledge.
24.
SchlaackNSteeleJS (2018) The collaborative residency project: The influence of co-teaching on professional development in arts integration. International Journal of Education & the Arts19(11): 1–28.
25.
ShakenovaL (2017) Theoretical framework of teacher collaboration. Khazar Journal of Humanities and Social Sciences20(2): 34–48.
26.
StarmanAB (2013) The case study as a type of qualitative research. Journal of Contemporary Educational Studies1: 28–43.
27.
TsuiC (2018) Teacher efficacy: A case study of faculty believes in an English-medium instruction teacher training program. Taiwan Journal of TESOL15(1): 108–128.
28.
YangW (2016) An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (content and language integrated learning) programs in Taiwan: A survey of stakeholder perspectives. Latin American Journal of Content and Language Integrated Learning9(1): 64–109.
29.
YehC (2012) Instructors’ perspectives on English-medium instruction in Taiwanese universities. Curriculum & Instruction Quarterly16(1): 209-232.
30.
YeoALegardRKeeganJ, et al. (2013) In-depth interviews. In: RitchieJLewisJNichollsCM, et al. (eds) Qualitative Research Practice: A Guide for Social Science Students and Researchers. London: SAGE, 177–208.
