English-medium Instruction has seen significant development over the last 15 years in Italy (Campagna and Pulcini, 2014; Molino and Campagna, 2014; Ackerley, Guarda and Helm, 2017; Broggini and Costa, 2017). In an effort to improve quality for their EMI programmes, it is now common practice in some Italian universities to offer specific training sessions for the teaching staff involved in the “internationalised” courses (Costa, 2015). This paper presents the results of a case study of data on: 1. the analysis of a lecturer questionnaire on EMI 2. the description of the EMI lecturers training course undertaken by following the lecturers’ (perceived) needs 3. the analysis of the feedback questionnaire received at the end of the course. The study was performed in a public medium-sized university in the north of Italy which has 6 faculties and is growing in terms of students. The lecturer questionnaire was sent to 440 lecturers in order to investigate, among other things, if the teaching staff of EMI courses actually perceived the need to be trained, if they had any concerns about their teaching, if they were more interested in improving language proficiency or in developing teaching methodologies and if there was a difference in their perceived needs according to the discipline they were teaching. After this feasibility study a training course was developed and offered for free from the university Language Centre to 15 lecturers from the faculties of Economics, Engineering, Humanities and Law. The course design (both linguistic and methodological) will be presented in light of the results of the questionnaire; these will be then compared with those of the feedback questionnaire administered to the participants after the course itself in order to understand if the actual experience of an EMI training course effected the lectures’ naïve perceptions. Because of the variety of experiences observed it is important to analyse every single context. In turn every context might provide insight into the training of lecturers which may very well be applicable to other countries.
Costa, F. G., Grassi, R., Perceived Needs of English-medium Instruction Lecturers in an Italian University: Before and After Training, in Mckinley, J. &. G. N. (ed.), Perceived Needs of English-medium Instruction Lecturers in an Italian University: Before and After Training, Bloomsbury Academic, LONDON 2022: 137- 148 [http://hdl.handle.net/10807/208272]
Perceived Needs of English-medium Instruction Lecturers in an Italian University: Before and After Training
Costa, Francesca Giuseppina;
2022
Abstract
English-medium Instruction has seen significant development over the last 15 years in Italy (Campagna and Pulcini, 2014; Molino and Campagna, 2014; Ackerley, Guarda and Helm, 2017; Broggini and Costa, 2017). In an effort to improve quality for their EMI programmes, it is now common practice in some Italian universities to offer specific training sessions for the teaching staff involved in the “internationalised” courses (Costa, 2015). This paper presents the results of a case study of data on: 1. the analysis of a lecturer questionnaire on EMI 2. the description of the EMI lecturers training course undertaken by following the lecturers’ (perceived) needs 3. the analysis of the feedback questionnaire received at the end of the course. The study was performed in a public medium-sized university in the north of Italy which has 6 faculties and is growing in terms of students. The lecturer questionnaire was sent to 440 lecturers in order to investigate, among other things, if the teaching staff of EMI courses actually perceived the need to be trained, if they had any concerns about their teaching, if they were more interested in improving language proficiency or in developing teaching methodologies and if there was a difference in their perceived needs according to the discipline they were teaching. After this feasibility study a training course was developed and offered for free from the university Language Centre to 15 lecturers from the faculties of Economics, Engineering, Humanities and Law. The course design (both linguistic and methodological) will be presented in light of the results of the questionnaire; these will be then compared with those of the feedback questionnaire administered to the participants after the course itself in order to understand if the actual experience of an EMI training course effected the lectures’ naïve perceptions. Because of the variety of experiences observed it is important to analyse every single context. In turn every context might provide insight into the training of lecturers which may very well be applicable to other countries.
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