Kursplan för studenter höst 2023

The Intended Learning Outcomes apply to the entire course. On successful completion of the
course, students are able to:

1. identify applicable knowledge of theoretical perspectives, approaches and concepts relevant
to using English as a medium of instruction and scaffolding language level
2. interrelate using English for teaching and learning to intercultural competence,
internationalization and global citizenship
3. account for pedagogical methods and strategies relevant to using English as a medium of
instruction

4. apply language learning and pedagogical methods and strategies in their
teaching practices
5. choose and utilize language strategies, such as scaffolding, for facilitating
teaching
6. apply tools to increase range and proficiency for both teachers and students in
the classroom context

7. identify and reflect on their need for development of skills and abilities
8. critically evaluate the relation between practical application, research, and professional
experience

The course develops the ability to teach in English. It interconnects theoretical perspectives,
approaches and concepts, such as English as a Foreign Language (EFL), English as a Medium of
Instruction (EMI), English for Specific Purposes (ESP) and Content and Language Integrated
Learning (CLIL) together with pedagogical methods and scaffolding language learning
strategies. Common strategies are compared and contrasted, with a focus on developing the
ability to effectively choose and utilize multiple language strategies for facilitating teaching. This
includes practical applications as described in research and professional experience that can
effectively be used as tools to increase range and proficiency for both teachers and students. The
content of the course contributes to transformational teaching practices in direct connection with
the student's teaching and learning practices.

The horizontal aims are strengthening and empowering the teacher to solve problems in
pedagogical environments, promote and participate in collegial learning and co-agency,
expanding their pedagogical repertoire to facilitate life-long learning.

Self-directed learning, micro-lectures, workshops, tutorials and mentoring sessions, as well as
seminars, group discussions, and similar types of instruction. The teaching is conducted mainly
in English, but the student's native language and Swedish may be used.

Undervisningen bedrivs på engelska.

Kandidat- eller yrkesexamen, 180 hp samt anställning som universitetslärare, doktorand eller motsvarande samt lägst betyget godkänt i engelska 5 eller motsvarande.

Kursen bedöms med betygen Underkänd eller Godkänd.

The examination is based on the intended learning outcomes.

The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided in a study guide distributed at the beginning of the course.

The examination consists of a series of seminars. Participation is required in seminars as well as in peer learning and collegial learning processes, as the ILOs regarding judgment and approach are evaluated holistically. The final grade of the course is issued only when all course assignments have been passed.

Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.

If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the associate dean of education.

Examinationsmoment	Omfattning	Betyg
Seminarier	1,5 hp	U/G

Uppföljning av undervisning sker fortlöpande under kursen. Kursvärdering sker vid kursens slut. Sammanställning och kommentarer publiceras på lärplattform. Kursvärderingen ska ligga till grund för kommande kursplanering.

Only limited, selective reading is carried out in the course based on the student's individual previous knowledge. Articles, videos and extra materials will be distributed by the teacher.

Ahmed, S. & Roche, T. (2021). Making the connection: Examining the relationship between undergraduate students’ digital literacy and academic success in an English medium instruction (EMI) university. Education and Information Technologies, 26(4), 4601–4620. www.doi.org/10.1007/s10639-021-10443-0 , www.primo.library.ju.se/permalink/46JUL_INST/4sim71/cdi_proquest_journals_2553401898

Dimova, S. & Kling, J. (2018). Assessing English-Medium Instruction Lecturer Language Proficiency Across Disciplines. TESOL Quarterly, 52(3), 634–656. www.doi.org/10.1002/ tesq.454 , www.primo.library.ju.se/permalink/46JUL_INST/4sim71/cdi_proquest_journals_2110388045

Dimova, S., Hultgren, A. K., & Jensen, C. (Eds.). (2015). English-medium instruction in european higher education. Volume 3, English in Europe. De Gruyter Mouton. www.doi.org/10.1515/9781614515272 , www.primo.library.ju.se/permalink/46JUL_INST/1kh77vo/alma998197282903831

Erling, E. & Seargeant, P. (2013). English and development policy, pedagogy and globalization. Multilingual Matters. De Gruyter. www.doi.org/10.21832/9781847699473 , www.primo.library.ju.se/permalink/46JUL_INST/1kh77vo/alma998207642203831

Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33–41. www.doi.org/10.1093/elt/ccaa063 , www.primo.library.ju.se/permalink/46JUL_INST/4sim71/cdi_crossref_primary_10_1093_elt_ccaa063

Khan, S. & Block, D. (Eds.). (2021). The secret life of English-medium instruction in higher education: examining microphenomena in context. Routledge. www.primo.library.ju.se/permalink/46JUL_INST/1kh77vo/alma998147017803831

Kojima, N. (2021). Student motivation in english-medium instruction: empirical studies in a japanese university. Routledge. www.primo.library.ju.se/permalink/46JUL_INST/1kh77vo/alma998262967703831

Lasagabaster, D. & Doiz, A. (2021). Language Use in English-Medium Instruction at University. Routledge. www.primo.library.ju.se/permalink/46JUL_INST/1kh77vo/alma998263196503831

Liu, Y. (2020). Translanguaging and trans-semiotizing as planned systematic scaffolding: examining feeling-meaning in CLIL classrooms. English Teaching & Learning, 44(2), 149–173. www.doi.org/10.1007/s42321-020-00057-z , www.primo.library.ju.se/permalink/46JUL_INST/4sim71/cdi_crossref_primary_10_1007_s42321_020_00057_z

Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI pedagogies: At the interface of language use and interaction. System, 101, 102616. www.doi.org/10.1016/j.system.2021.102616 , www.primo.library.ju.se/permalink/46JUL_INST/4sim71/cdi_proquest_journals_2593195667