Psychodynamic Approaches

In addition to English, there is a room for a mother tongue of teachers and students to use in the EMI class in order to deliver lessons and interact with each other during teaching and learning when English is not required. Using only English in EMI classes may create a language anxiety, and this might affect teaching and learning outcomes. Hence, a codeswitching approach is available for the teachers and students in order to reduce English language anxiety in EMI classes. In the light of the pedagogic approaches, EMI itself is an instructional approach, but an unambiguous statement of precise instructions is not designated yet. Further, there is no a certain declaration of a true EMI approach. This could be interpreted to mean that the content …show more content…
The overall picture of the EMI lines is comprised EMI creation, EMI implementation, EMI participation and utilisation of EMI graduates. Here is an adequate explanation. The first line, the university is a policy maker, who is creating an EMI policy to meet the aims of the university. In this setting, KKU and authorities are in this line. The second line, a lecturer is the EMI user because he or she is implementing EMI policy to practice in the class. Likewise, EMI pedagogy is employed by content teachers here. At this line, HUSO is enthusiastically taking part. The third line, a student is the EMI target group since he or she is participating in learning academic subjects through English. Meaning that the undergraduate students at HUSO are the majority of participants in this EMI line. The final line is end at a job market. The EMI product is an appropriate metaphor of EMI graduates. After graduation, most graduates are planning to work for the public sector or the private sector, where high qualified applicants are required. In this line, the EMI products are utilised by both companies and institutions in those sectors once they become employees. As indicated above, at least four stakeholders (i.e. a policy maker, a content teacher, a student and an employer) are involving EMI from the very first line to the end. In this study, the main line to focus on is the second EMI line because it is providing a room for the EMI graduate …show more content…
To support the content teachers implementing EMI in their classes, HUSO provides the EMI project both inside and outside the country for content teachers. In order to cooperate on the EMI project, each year 10 to 15 content teachers ought to attend ‘Content and Language Integrated Learning’ (CLIL) Workshop at Institute of Continuing and TESOL Education (ICTE-UQ), The University of Queensland, Australia for three to four weeks. Over the past two years, over 20 content teachers have attended the CLIL workshop. For the core principles of the workshop, the CLIL workshop participants learnt how to design teaching materials and teaching content through English under the three main pillars of CLIL. To explain more about the three pillars, the CLIL workshop is focusing on Pillar 1: content related learning outcomes; Pillar 2: language related learning outcomes; and Pillar 3: outcomes related to general learning skills (ICTE-UQ, 2015). During the workshop week, the participants have constructed their CLIL knowledge and produced their teaching materials under the three pillars. At the end of the workshop, the participants have demonstrated peer teaching by using their own teaching materials and CLIL teaching techniques. Likewise, oral feedback on teaching performance would be given by teacher trainers and