Exploring the pedagogical dimension for English-taught courses in European higher education: a scoping review

Abstract

This scoping review investigates the multifaceted aspects of university English-taught programs (understood as programs taught in English, not English language programs) that falls under the umbrella of what it is commonly referred to as English-medium instruction (EMI) and integration of content and language in higher education (ICLHE) with a specific focus on the educational practices that support them. Central to the analysis is an examination of the pedagogical models and strategies to effectively teach in English-medium environments. We used eight scholarly databases to identify 775 papers describing the implementation of EMI courses in the European context. These were later analyzed to find key pedagogical practices and program characteristics, resulting in a final sample of 146 studies. The investigation revealed a frequent emphasis on correctly identifying the integral role of language specialists in coordinating cross-disciplinary teaching efforts, as well as different strategies to facilitate dialogue among teaching staff and to support the integration of language learning with content instruction. In addition, the analysis highlighted university educators’ growing interest in the role of language, particularly disciplinary literacies, in addressing the diverse needs of international and English as an additional language (EAL) students. This research also identified references to various active methodologies employed in the classroom, including gamification, flipped learning, project work, and the adaptation of teaching materials. Notably, experts and academics have devoted considerable attention to the importance of ICT supported learning in enhancing the effectiveness of English-taught programs, emphasizing both the challenges and opportunities presented by digital and online learning in these bilingual academic environments. Ultimately, we hope that this study provides a comprehensive overview of the pedagogical and technological frameworks that shape the success of these programs.