ABSTRACT
EMI teachers are generally trained to teach their content subjects, but teaching their subjects through English raises many issues and challenges. This chapter explores the nature of teaching in EMI, reviews the strategies teachers adopt to cope with the issues they face, and gives recommendation for effective EMI practice. EMI teachers’ beliefs about the role of English in their disciplines and the nature and value of EMI are discussed along with how they influence teachers’ sense of professional identity and their approach to assessment. EMI teachers may not see their students’ learning of English as central to their role, and their view of the importance of English may differ according to their disciplines. EMI teaching requires learning a specialized use of English that differs from everyday uses of English. A teacher’s proficiency in English also influences how well he or she can teach EMI. EMI classes are often multicultural, and this may raise issues related to culturally-based understandings of the nature of teacher and student interaction. Many EMI teachers can benefit from additional professional support and training to help them become effective teachers in EMI.
