EMI - English Medium Instruction
Im Rahmen des Qualitätspakt Lehre beriet und unterstützte das EMI-Team von 2012 bis 2021 Lehrende, ihr Fachwissen an eine immer größer werdenden Zahl internationaler Studierender auf Englisch weiterzugeben. Durch individuelle Beratung und Übungen in kleinen Gruppen wurden die entsprechenden kommunikativen Fertigkeiten für die Lehre im multilingualen und multikulturellen Kontext verbessert und erweitert.
Dieses Vorhaben wurde aus Mitteln des Bundesministeriums für Bildung und Forschung unter dem Förderkennzeichen 01PL11007 gefördert. Die Verantwortung für den Inhalt dieser Veröffentlichung liegt bei den Autorinnen und Autoren. |
- Förderung und Verbesserung von kommunikativen Fertigkeiten für die englischsprachige Lehre.
- Bereitstellung von maßgeschneiderter Sprachunterstützung für Lehrende.
- Stärkung des Vertrauens in die vorhandenen Sprachfertigkeiten.
- Lehrende, die eine Rückmeldung über ihr Englisch im universitären Lehrkontext wünschen.
- Lehrende, die Unterstützung und maßgeschneidertes Training für die englischsprachige Lehre suchen.
- Doktorandinnen und Doktoranden, die sich jetzt auf eine zukünftige Lehrtätigkeit in Englisch vor einer multikulturellen und multilingualen Gruppe vorbereiten wollen.
- Teaching in English - Foundation
- Teaching in English - Lecturing
- Teaching in English - Student Interaction
- Teaching in English - Preparatory Workshop
- Teaching in English - Providing Formative Written Feedback
- Presenting your Research in English
- Teaching in English - Introduction for Doctoral Candidates & Postdocs
- Online Course - Writing Skills for Teaching in English
- Classroom Observation
- One-on-One Training
- Institute Specific Workshops
Gundermann, Susanne and Gregg Dubow. 2016. "English Medium Instruction - Quality Assurance". URL: http://www.sli.uni-freiburg.de/englisch/emi/quality
Certification Procedure at a Glance
Assessment Criteria
- Certified Programmes and Feedback
Detailed information about the certification can be found here (access for academic staff of the University of Freiburg only).
- takes place in an authentic setting, i.e. actual classroom observation to assess linguistic and communicative practises as they occur in a real teaching context
- provides pluri-perspective feedback, i.e. combines expert, student, and lecturer feedback on observed lesson
- assesses criteria specific to English-medium instruction, i.e. linguistic competencies and communicative competencies for teaching in English
Linguistic Competencies for English-Medium Instruction | |
L.1 Fluency | Speech is fluent with rare instances of language-related hesitations which do not disrupt comprehension. |
L.2 Articulation and Pronunciation | Pronunciation (phonemic sound contrasts) is clear to understand, word stress is accurate according to target-language standards, and articulation does not require extra listener effort. |
L.3 Grammatical accuracy | Grammar is accurate according to target-language standards with only minor or rare inaccuracies which do not disrupt comprehension. |
L.4 Lexical accuracy and range | Lexical choice is accurate according to target-language standards and semantically transparent (avoidance of opaque idiomaticity), lexical range is broad enough to elaborate on subject-specific content and to compensate any lexical gaps. |
L.5 Code consistency | Code is consistently English, both in speech and writing. If a language other than English is used, a follow-up explanation or translation in English is provided. |
L total | A certified lecturer speaks fluently with no or few instances of language-related hesitations, articulates and pronounces clearly with no or few instances where confusion might occur, and uses grammar accurately with minor inaccuracies. The lecturer’s lexical choice is accurate and the lexical range is broad enough to explain subject-specific content and to compensate occasional lexical gaps, while avoiding opaque idiomaticity. He/she consistently uses English in speech and writing and any use of a language other than English is followed by an explanation or translation in English. The overall linguistic performance might occasionally require extra listener effort but does not impede comprehension. |
Communicative Competencies for English-Medium Instruction | |
C.1 Cohesion | Cohesion in the session is achieved through a range of cohesive devices, the structure and objectives of the session are clearly expressed, and the lesson pace is appropriate. |
C.2 Prosody | Speech rate is appropriate and does not require extra listener effort and prosodic variation (intonation, stress, pauses) to enhance student comprehension can be observed. |
C.3 Initiation and integration of student input | Student input and comprehension are facilitated through teacher questions and student contributions are anchored and integrated into ongoing classroom discourse. |
C.4 Responses to student input | Responses to student questions or contributions are sociolinguistically appropriate, if necessary comprehension is negotiated through adaptation of (non- or para-)verbal communication (variation in prosody, use of additional media or body language). |
C.5 Intercultural transparency | Locally specific concepts or matters are contextualised and explained in advance for the multicultural classroom. |
C total | A certified lecturer produces coherent speech through a range of cohesive devices to structure the session, speaks at an appropriate rate and uses prosodic variation (intonation, stress, pauses) to support communicative intention. During a session, he/she facilitates student input through questions, integrates student contributions into ongoing discourse, responds appropriately to student input and negotiates comprehension through adaptation of his/her (non- and para)verbal communication if necessary. Locally specific concepts and matters are contextualised and explained in advance for the multicultural classroom. The communicative performance stimulates student participation and facilitates comprehension. |
Degree programme | |
Semester(s) of certification | SS 2015 and WS 2015/16 |
Number of certified staff | 34 teachers |
Staff feedback | Prof. Carsten Buse recommends the certification procedure to other programmes because “it is very rare to get this kind of highly qualified feedback."
Dr. Andreas Greiner recommends the certification procedure for other programmes because “the feedback is extremely helpful to control and improve the quality of the courses.”
Dr. Matthias Dümpelmann – “I received helpful feedback related to my skills for teaching in English and also to improve interaction with the students.” Dr. Karen Lienkamp – “The student feedback and the self-evaluation sheet were excellent tools to take a snap shot of my teaching performance. The video material that the SLI team produced allowed me to slip into the student perspective and see myself teach.” |
Degree programme | |
Semester(s) of certification | SS 2016 |
Number of certified staff | 3 teachers |
Degree programme | |
Semester(s) of certification | SS 2016 |
Number of certified staff | 8 teachers |
Staff feedback | Prof. Thomas Kenkmann - "For me it was the first time that my English and educational abilities were evaluated by professionals. It was an exciting and rewarding process." Dr. Jan-Henrik May - "I felt very confident and comfortable during the test lecture, and was then positively surprised to be convinced about a range of details which could be improved." |
Degree programme | |
Semester(s) of certification | SS 2016 and WS2016/17 |
Number of certified staff | 22 teachers |
Staff feedback | Prof. Jürgen Bauhus - "It happens rarely that we do get assessed by peers. Yet the feedback and suggestions that we received were very helpful; it initiates some reflections about our teaching that is different from that of student evaluations."
Prof. Michael Pregernig - "I found the feedback very helpful, especially since it focused both on linguistic and didactic aspects. The SLI team did a great job in observing the micro-dynamics of in-class interactions, and they gave constructive feedback on that."
Assistant Prof. Stefan Pauliuk - "I received detailed and helpful feedback as well as specific improvement options on language style and grammar, teaching methods, an student engagement. Thanks a lot!" |
Degree programme | |
Semester(s) of certification | SS 2018 and WS 2018/19 |
Number of certified staff | 47 teachers (of which 28 were already certified in 2015/16) |
Staff feedback | Prof. Lars Pastweka - "...in retrospective, it gave me assurance that my overall communication during class is received by the students as intended and it also gave excellent clues on which areas to improve. |
This e-module addresses lecture design factors such as structure and SMART learning objectives to reduce students’ cognitive load when learning content in a foreign language.
This e-module addresses micro-level linguistic features such as signposts and clear questions to help students better follow your line of thought during a lecture.
This e-module addresses activation methods in English-taught classes. The resources focus on guiding questions and practical tips for planning methods in the multicultural classroom as well as specific steps and language to set up in-class tasks.
This e-module addresses student interaction in English-taught classes with a multilingual, multicultural class. The resources focus on strategies for handling student input, giving brief feedback, integrating large classes and handling instances of clarification.
This e-module focuses on emphasis, pausing and intonation in teaching. The module provides communicative strategies to enhance meaning and ‘effect’, both of which help teachers capture students’ attention and impart the key take home message(s) from your English-taught courses.
This e-module addresses typical errors German speakers make in English. In particular, the module focuses on Germanisms in vocabulary, pronunciation, and idiomatic language which can temporarily inhibit comprehension of English.
This e-learning resource addresses five topics: teaching statements, catchy course descriptions. Transparent syllabi, handouts/exercise sheets, and written feedback for students. Participants can electronically submit pieces of teaching-related writing and receive constructive feedback on language clarity and accuracy.
Gundermann, Susanne & Dubow, Gregg. 2018. “Ensuring Quality in EMI: developing an assessment procedure at the University of Freiburg”. In Patrick Studer, ed. Internationalizing Curricula in Higher Education: Quality and Language of Instruction, special issue 107 of VALS-ASLA Bulletin, pp 113-125. Available at: http://doc.rero.ch/record/11876
Dubow, Gregg & Gundermann, Susanne. 2017. "Certifying the linguistic and communicative competencies of teachers in English-medium instruction programmes". Language Learning in Higher Education, 7(2): 475-487. Doi: https://doi.org/10.1515/cercles-2017-0021
Gundermann, Susanne. 2016. "The challenges of English-medium instruction: what can be learnt from the experiences of students and lecturers at the University of Freiburg". In: P. Schmidt, H. Hasenauer and S. Lewark, eds. Should all forestry students learn the same? Generalist versus specialist approaches. Proceedings of the SILVA Network Conference, Vienna, Austria, April 16th - 18th, 2015. Freiburg: University of Freiburg, 111-121. http://www.silva-network.uni-freiburg.de/SILVA_13/view
Gundermann, Susanne. 2014. English-medium instruction: Modelling the role of the native speaker in a lingua franca context. Doctoral diss., University of Freiburg. https://www.freidok.uni-freiburg.de/data/9795
"Das Feedback war durchaus hilfreich [...] und Verbesserungsmöglichkeiten werden immer mit viel Lob zusammen verpackt. Gerade falsche Aussprache [...] kann Studenten das Leben schwer machen. Wer häufig Vorlesungen auf Englisch hält, dem kann ich [...] eine persönliche Evaluation einer Vorlesung durchaus empfehlen."
"Ich fand die Beobachtung meiner Veranstaltung durch die EMI-Mitarbeiter sehr nützlich. [...] Man lernt ganz viel [...] und entdeckt überraschende Sprachfehler. Das Feedback hat mir sehr geholfen, interaktive Situationen im Hörsaal bewusster wahrzunehmen und zu steuern.Ich würde es jedem auf Englisch Lehrenden wärmstens empfehlen, die Dienste vom EMI in Anspruch zu nehmen."
"I got an intense feedback on my lecture with regard to both language and didactic. What really opened my eyes was the feedback on my self-assessment. Here, Gregg and Susanne put the behaviour of the students in an intercultural background. Plus, they recommended which services would improve my English teaching."
“To me, the feedback provided a valuable opportunity for self-reflection. Mis-pronunciations were pointed out as well as examples of good “signposting" in the lecture, which I was both half-aware of and now use with higher awareness. Plus a couple of Germanisms were brought to my attention, which could make it harder than necessary to follow courses for non-German-speakers."
"Die Möglichkeit des Proofreadings von Folien war ein wertvolles Feedback [...] und hat geholfen, einige Inhalte weniger "technisch", dafür - ohne Verlust an Präzision - gleichwohl verständlicher zu präsentieren. Die Möglichkeit des Proofreadings von Klausuren war und ist hilfreich, um prüfungsrechtlich relevante Aspekte [...] sprachlich bezüglich einer präzisen Aufgabenstellung abzusichern."
"The meetings increased my self-confidence concerning teaching in English. Furthermore I learned a lot of expessions, phrases and “tricks” that facilitated structuring of the lecture and communication with the students."
Dr. Heiko Winter
Fakultät für Umwelt und Natürliche Ressourcen
Professur für Forstliche Biomaterialien
"Since the support was directly related to my own lecture and was given in a one on one coaching, I benefited a lot; especially I could remove wrong language phrases, work on my pronunciation and got very useful hints on how to better interact with students in English."
“I highly benefitted from the personal training(…). Moreover, the encouragement to interact with students in the lecture was well received. Not only does it make teaching more efficient, but also more fun!”
"I learned how to better organize a lecture and include questions in my lecture. Plues, the recorded mock teaching exercise helped me a lot."