Modes of working in EMI teaching

I have realized that though I am doing a research on teaching of student in a language different than their mother tongue and I have heard from my informants a lot on that, I have actually not reflected that much on that in my own teaching so far. It feels though that unconsciously I use some strategies that are of value in EMI classrooms.

Definitively, I agree with that what Kari has written in his post, that giving concrete examples (further explanation of the taught matter by giving of concrete examples) is of great value. Though not thinking that much about that I also actually do not stop by providing a definition, but also usually open up a statement/idea/concept by giving further concrete examples and possible referring to students’ “world of experiences”. This also means that a way of presenting of taught matter is worth to be reflected on. I mean by that speed of speech, choice of vocabulary, often use of synonyms and clearing up some unusual words straight away.

I found also that working out/discussing a just taught subject matter in small groups is usually of help. Such a way of working gives a possibility to be active also to students’ who do not have that much courage to discuss in front of bigger group. Discussing of a new subject matter gives students a possibility to negotiate meaning and ask for further explanations. However, a good management of the group work is a necessary condition for exploiting the most that working in small groups offers.

Furthermore, the teaching material (dias and printed materials) used in EMI classrooms is of importance. Clear teaching material, well copied, with visible key words and not that much of text maybe of value.

Though using of thought through teaching material, of using clear language and concrete examples, there is still a possibility that something is not understood. One way to figure out if things got understood could be asking students how they understood what was just said (e.g., by showing with dumb if things got understood, asking students to discuss in pairs how things got understood or initiating an open discussion on just taught matter).

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