ABSTRACT
This chapter reviews the nature of professional development for EMI teachers and examines two core domains of knowledge and practice that are central in EMI professional development: the teacher’s use of English in EMI and the teacher’s pedagogical knowledge and practices in EMI. A distinction is made between the teacher’s use of English in teaching as well as in other contexts outside of teaching, such as the use of English as an academic lingua franca. Strategies to improve teachers’ use of English are illustrated. In addressing teachers’ knowledge and use of EMI, the chapter discusses aims related to pedagogic content knowledge, teaching principles, teaching practices in EMI, the language of EMI, and the role of collaboration between subject and English teachers. The chapter ends with an account of professional development programs in EMI.
