Enhancing Interactional Competence in EMI: Teacher Reflective Practices

Ana Llinares, Amaya Mendikoetxea.

In: Sánchez Pérez, M.M. (ed.), Teacher Training For English-Medium Instruction In Higher Education. IGI Global.

Year of publication: 2020

This chapter shows the role of in-service EMI teacher reflective practices by showcasing the use of self- and peer-reflection on classroom interaction by two EMI lecturers at UAM. Based on previous models for the analysis of classroom interactional competence at tertiary level and in CLIL contexts, the authors apply the video technology of VEO, which helps teachers to gather and interpret their own teaching evidence and that of others. This interpretation is based on a tagging system that allows EMI teachers to identify types of interactional patterns, their frequency, and their effect in their observation of their own video-recorded lessons. These reflections are then followed by their trainers’ own reflections on these practices, which can be added as comments in the VEO tool. In addition, students’ perceptions on these practices are analysed through their answers to a questionnaire administered right after each lesson.