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Build your English-medium teaching capability
A Comprehensive Guide to English as a Medium of Instruction
Overview & Global Perspectives
"The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language of the majority of the population is not English."
— Macaro, 2018, p. 1
EMI (English as a Medium of Instruction) is an important trend in the internationalisation of global higher education. According to Dearden (2015), universities in more than 55 countries already offer EMI Courses, and the number continues to grow.
What matters is that EMI’s core objective is learning disciplinary knowledge; English is the medium for delivering knowledge, not language teaching itself. This is fundamentally different from ESL/EFL courses.
ROAD-MAPPING is currently one of the most widely cited conceptual frameworks in EMI research. Proposed by Dafouz and Smit (2016), it is used to analyse English-medium education in multilingual university contexts (EMEMUS). It comprises six interwoven dimensions that help teachers gain a comprehensive understanding of the EMI ecosystem:
The role and function of English in the course
Special requirements and linguistic features of different disciplinary fields
Language policy planning and management
Participants: Instructor, Student, administrative staff
Teaching practice and learning process
Balance between internationalisation and localisation
These six dimensions remind us: EMI is not only a matter of classroom teaching, but involves the whole system of language policy, disciplinary characteristics, teacher–student roles and internationalisation strategy. When designing a course, teachers can reflect on where their teaching sits within this ecosystem.
Only about 5% of the world’s population come from English-speaking countries. This means:
Inner Circle (5%) : Native-speaker countries such as the US, UK and Australia
Outer Circle: Former colonies such as Singapore and India
Expanding Circle: Taiwan, Japan, China, etc.
The Global Englishes Language Teaching (GELT) framework further argues:
The aim of EMI is not to “teach in English”, but to develop students’ ability to use English in their disciplinary field.
Learning disciplinary knowledge remains central; English is the tool for achieving internationalisation.
The goal is not just teaching in English, but developing students' ability to use English in professional contexts. Content learning remains the core; English is the tool for internationalization.
EMI Course Design
Unlike traditional “activity-first” course planning, backward design proposes first identifying the intended learning outcomes, then designing assessment methods, and finally planning teaching activities. This approach is particularly important in EMI course design because it ensures alignment between language and disciplinary objectives.
Identify Desired Results
What should students be able to 'do' after the Course ends? This includes subject knowledge and English proficiency objectives.
Determine Assessment Evidence
How can you prove that students have achieved the objectives? Design formative and summative assessment.
Plan Learning Experiences
Design teaching activities, materials and modes of interaction to ensure they support students in achieving the objectives.
SIOP (Sheltered Instruction Observation Protocol) is a research-validated teaching model that helps teachers make disciplinary content more comprehensible for students in English-medium instructional settings. It includes eight dimensions:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
EMI application: SIOP reminds Instructors that, when preparing EMI courses, they need to consider both subject content goals and language goals. In particular, the two aspects of “comprehensible input” and “building background knowledge” are crucial in helping students overcome language barriers.
ILOs (intended learning outcomes) are central to Course design, and should be described using observable, measurable verbs to indicate what students will be able to “do” by the end of the Course.
The following verbs are too abstract and vague to design specific assessment strategies:
Question: how can you tell whether students “know” or “understand”? These verbs lack observable behavioural indicators.
Define, List, Recall, Identify, Name
Explain, Summarise, Interpret, Compare, Classify
Apply, Demonstrate, Calculate, Solve, Use
Analyze, Differentiate, Examine, Critique, Organise
Evaluate, Judge, Assess, Justify, Critique
Design, Develop, Construct, Produce, Compose
| Not recommended | Suggested wording |
|---|---|
| Students will understand the principles of thermodynamics. | Students will be able to explain the three laws of thermodynamics and apply them to solve engineering problems. |
| Students will understand the basic concepts of marketing. | I am able to analyse consumer behaviour and design appropriate marketing strategies. |
| Students will know about different literary genres. | Students will be able to identify and compare characteristics of different literary genres through textual analysis. |
| Students will learn programming. | I am able to use Python to write programmes to solve data analysis problems, and debug logical errors in code. |
I can + measurable verb + learning content + contextual condition (optional)
Example: I will be able to analyze case studies using the SWOT framework in group discussions.
Instructional Language Strategies
Language in the EMI classroom can be divided into instructional language (conveying disciplinary content) and interactional language (classroom management and communication). Mastering effective language communication strategies can help teachers convey knowledge more clearly and promote teacher–student interaction.
Language used to deliver subject content, including:
Language used for classroom management and teacher-student communication, including:
This toolkit helps EMI teachers use English effectively in the classroom to convey disciplinary content. It is divided into two parts: academic language sentence patterns (organised by cognitive level) and classroom communication expressions (organised by teaching process).
Using Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001) as the organisational framework, this provides EMI teachers with Sentence Frames they can use directly, from lower-order to higher-order levels.
Used to guide students to recall facts and identify terms.
| Language functions | Sentence Frame | Example |
|---|---|---|
| Define | [X] is a [category] that [description]. |
A catalyst is a substance that speeds up a chemical reaction. |
| Define | [X] refers to [explanation]. |
Biodiversity refers to the variety of life in a particular habitat. |
| List | There are [number] types of [X]: [A], [B], and [C]. |
There are three states of matter: solid, liquid, and gas. |
| Classify | [X] is classified as [category] because [reason]. |
A whale is classified as a mammal because it breathes air. |
Used to restate concepts, clarify meaning, and give examples.
| Language functions | Sentence Frame | Example |
|---|---|---|
| Paraphrase | In other words, [simpler explanation]. |
In other words, the system tries to reach balance. |
| Exemplify | For example, [concrete example]. |
For example, water boils at 100°C at sea level. |
| Summarise | The key point here is [main idea]. |
The key point here is that energy cannot be created or destroyed. |
| Clarify | What this means is [explanation]. |
What this means is that the reaction can go in both directions. |
Used to apply knowledge to new situations.
| Language functions | Sentence Frame | Example |
|---|---|---|
| Apply | We can use [X] to [purpose/action]. |
We can use this formula to calculate the velocity. |
| Demonstrate | Let me show you how [process] works. |
Let me show you how filtration works in this experiment. |
| Connect | This principle applies to [new context] because [reason]. |
This principle applies to bridge design because the load must be distributed evenly. |
| Predict | If [condition], then we would expect [outcome]. |
If the temperature rises, then we would expect the gas to expand. |
Used to break down structure, compare similarities and differences, and identify causal relationships.
| Language functions | Sentence Frame | Example |
|---|---|---|
| Compare similarities | Both [X] and [Y] share [similarity]. |
Both DNA and RNA are nucleic acids. |
| Contrast differences | Unlike [X], [Y] is [difference]. |
Unlike mammals, reptiles are cold-blooded. |
| Differentiate | [X] and [Y] differ in terms of [aspect]. |
Qualitative and quantitative research differ in terms of data collection methods. |
| Cause-Effect | [X] causes [Y] to [verb]. |
Heat causes metal to expand. |
| Cause-Effect | [Y] is due to [X]. |
The price increase is due to supply chain disruptions. |
| Attribute | [Result] can be attributed to [factor]. |
The decline in biodiversity can be attributed to habitat loss. |
Used to make judgements, provide evidence, and weigh advantages and disadvantages.
| Language functions | Sentence Frame | Example |
|---|---|---|
| Evaluate Evaluate | The strength of [X] is [advantage], while its limitation is [weakness]. |
The strength of this model is its simplicity, while its limitation is that it ignores external variables. |
| Argue | The evidence suggests that [claim] because [evidence]. |
The evidence suggests that early intervention is effective because test scores improved by 20%. |
| Judge | Based on [criteria], [X] is more [adjective] than [Y]. |
Based on cost-effectiveness, solar energy is more viable than nuclear power for small communities. |
| Support | This is supported by [source/data]. |
This is supported by data from the 2023 WHO report. |
Used to synthesise knowledge, propose new perspectives or solutions.
| Language functions | Sentence Frame | Example |
|---|---|---|
| Propose | One possible approach would be to [action]. |
One possible approach would be to combine both methods. |
| Hypothesise | We could hypothesize that [prediction] if [condition]. |
We could hypothesize that the reaction rate will double if we increase the temperature by 10°C. |
| Design | To address [problem], we could design [solution]. |
To address water scarcity, we could design a rainwater harvesting system. |
| Synthesize | Combining [X] and [Y], we can conclude that [insight]. |
Combining the economic data and the survey results, we can conclude that consumer confidence is declining. |
Organise it according to the natural teaching flow of an EMI course, and provide interactive language that the Instructor can use directly. The structure draws on the teaching sequence of the SIOP Model (Echevarria, Vogt & Short) and Comprehensible Input strategies.
Academic texts typically use formal written language, and EMI instructors need to turn the content into spoken language that students can more easily understand in class. The following shows how the Plain Language principles are applied in EMI classes (refer to Plain Language Movement; Flesch-Kincaid readability research; ASD-STE100):
| Skills | Written language → classroom spoken language | Why it is effective |
|---|---|---|
| Use personal pronouns | Bring teachers and students closer and increase engagement | |
| Use active voice | Clear subject, more direct meaning | |
| Use short sentences | Reduce cognitive load for immediate understanding | |
| Simplify vocabulary | Reduce language barriers and focus on disciplinary content |
Class Interaction Design
Effective classroom interaction is not just about getting students to “participate”; it also requires strategic design of interaction goals, implementation methods and language support. This section provides a complete framework for interaction design from three perspectives: WHY (why interact), HOW (how to interact) and WHAT (what language to use).
Class interaction has two core objectives: promoting Student learning (Engage Students) and gathering teaching information (Inform Teaching).
The three interaction modes each have their own strengths and limitations; instructors can flexibly integrate and combine them according to course needs and objectives.
Teacher asks, students answer, teacher gives feedback
Paired discussion, group collaboration, peer review
Students, either on their own or in pairs assigned by the Instructor, complete the task according to the instructions
Divide into small groups and complete the assigned task within a set time
Reading, practice, online exercises, exploration
Guided note-taking, keeping students focused and engaged in knowledge dialogue
Use technology to organise ideas, visualise thinking, and record learning
Demonstrate skills through task completion, embodied learning
| Skills | Description | Applicable contexts |
|---|---|---|
| Individual Response Individual response |
Call on a single student to answer the question | Check individual understanding, probe further, and guide thinking |
| Choral Response Whole-class response |
Whole-class responses (oral or gestures) | Quickly check understanding, maintain attention, low-stress participation |
| Pair Work Pair activities |
Discussion or practice in pairs | Increasing opportunities for practice, reducing anxiety, and promoting spoken output |
| Group Work Group activities |
Group task completed collaboratively by 3-5 people | Complex problem-solving, project collaboration, role play |
| Worksheet Worksheet |
Written exercises or reflection questions | Individual thinking time, written output, note organisation |
| Online Software Online tools |
Kahoot, Mentimeter, Padlet, etc. | Real-time voting, anonymous responses, visual presentation |
| Hands-on Practice Practical exercises |
Experiment, hands-on work, making | Application of knowledge, skills training, embodied learning |
Oral response
Written response
Listening comprehension
Reading comprehension
Physical demonstration
Digital output
Teachers may use the following sentence frameworks to guide students to produce different types of responses:
| Student Output | Sentence Frame | Example |
|---|---|---|
| Oral response | [VERB] [X] | Name the causes of ocean pollution. |
| Written response | [VERB] your answer... | Write your answer in the space provided on this worksheet. |
| Reading response | [VERB] the important points... | Highlight / underline the main points with a different color. |
| Listening response | [VERB] the words/numbers you hear. | Circle the target words you hear. |
| Physical response | [VERB] the equation / [VERB] the answer / [VERB] me how to do it | Solve this equation. / Point to the answer. / Show me how you did it. |
The following tools can help instructors design interactive activities, organise ideas and visualise thinking, thereby increasing classroom participation.
Suitable for: brainstorming, concept organisation, knowledge-structure presentation
Suitable for: group collaboration, project production, visual presentation
Suitable for: live polls, interactive videos, infographics
Interactional Language can be divided into four major categories according to function; each has its own specific purpose and common sentence patterns.
Build relationships and create atmosphere
Example sentence pattern:
"How was your weekend?"
"I noticed you've been working hard lately."
"Is everyone doing okay today?"
Stimulate thinking, confirm understanding
Example sentence pattern:
"What do you already know about...?"
"Can you think of an example?"
"Why do you think that is?"
Provide appropriate feedback according to the type of Student response
"Exactly!" · "Good job!" · "That's right!"
"You were almost right." · "One more time, you'll have it."
"I can see your point, but have you considered..." · "That's a good start, perhaps you could..."
Guide dialogue and manage interaction
Example sentence pattern:
"Let's hear from this side of the room."
"You'll have 5 minutes to discuss with your partner."
"So we have two different views here..."
Using Bloom's Taxonomy to design questions at different levels can effectively promote students’ critical thinking skills. Each level includes thinking processes and Sentence Starters, helping teachers design questions and helping students organise their answers.
Recall facts, terminology, and basic concepts
What is...? When did...? Can you list...? Who was...?
Explain meaning, give examples, summarise key points
Can you explain...? What does this mean? Can you give an example?
Applying knowledge to solve problems in new contexts
How would you use...? What would happen if...? Can you demonstrate...?
Break down structure, compare differences, identify connections
What are the differences between...? What is the relationship...? Why do you think...?
Assess value, critique viewpoints, make decisions
Do you agree with...? Why? What is your opinion? Which solution is better?
Design new solutions, invent, generate original ideas
How would you design...? Can you propose an alternative? What changes would you make?
The following are the cognitive verbs most commonly used in EMI classes; each verb includes definition, thinking process, Sentence Starters. Click the card to expand the detailed content.
Feedback Sandwich is an effective feedback technique. Through a three-layer structure of “praise → suggestion → encouragement”, it makes it easier for students to accept suggestions while maintaining learning motivation.
Good try! Clear speech and good examples.
I like the structure of your talk. Your ending can be stronger, though. Have you considered adding a summary of the main points? It will make your arguments even clearer.
Again, fantastic job! Once you update your conclusion, the audience will remember your points better.
A variety of questioning techniques can enrich classroom interaction. The following summarises different types of eliciting response patterns for instructors’ flexible use.
If students are not very willing to answer, you can simplify the question. First turn WH-questions into Yes/No questions, then use follow-up prompts to guide students step by step towards higher-level thinking and expression.
Example transformation:
Effective knowledge transmission involves two key steps: Unpack breaks complex concepts down into easy-to-understand elements,Repack enables Students to reconstruct and internalise knowledge. This process helps Students shift from passive reception to active understanding.
Teachers deconstruct knowledge
Students reconstruct knowledge
| Challenge | Suggested solution |
|---|---|
| There is a wide range in students’ English proficiency | Provide tiered materials, organise heterogeneous groups, use multimodal teaching |
| Students are reluctant to speak | Create a supportive atmosphere, start with small-group discussion, allow mixed use of Chinese and English |
| Specialised content is difficult to explain in English | Use visual aids, provide Chinese–English parallel text, and rephrase in multiple ways |
| Pressure from course progress | Prioritise core concepts, provide self-study resources for outside class, and make good use of pre-class previewing |
| Assessment fairness | Content understanding is the main assessment criterion; provide flexible language options for responses |
Translanguaging Strategies
According to the Ministry of Education’s EMI course definition under the bilingual learning plan for higher education institutions:
In specific situations, being able to use other languages in a principled and appropriate way. For example, group interaction between Student and Student, or between Instructor and Student, is sometimes better served by communicating in a language other than English to help mutual understanding and spark ideas.
The teaching instructor must ensure that at least 70% of classroom communication is conducted in English. Good EMI course practice should encourage students, as far as possible, to ‘speak’ and ‘write’ in English.
"A systematic shift from one language to another for specific reasons."
— Coyle et al., 2010
Translanguaging communication strategies refer to the use, in higher education EMI teaching, of students’ first language, English, or other languages in a strategic way through advance planning, to support student learning in classroom exposition, teacher-student interaction, student tasks, and other activities.
— Cenoz & Gorter, 2021, p. 18
"not word-for-word translation, nor a mix of Chinese and English, but a purposeful selection and combination across multiple languages and communicative modes"
— Core concept of translanguaging (García & Li Wei, 2014)
Planned use in the Course, with advance planning for when to switch languages
Use it at the right time during class, and switch after judging Student needs
Strategic use, responding to immediate classroom situations
| When to use | Aims / expected benefits | How to do it |
|---|---|---|
| Provide Chinese reference materials at the start of the talk or before class | Provide brief key points in advance, define a possible learning framework, and build prior knowledge | You can first build key learning points in Chinese, and provide online resources / pre-recorded videos before class as support |
| Review the concepts already explained | Through brief key-point summaries, and by seeing whether students’ reactions call for more explanation, to link more smoothly to new concepts | Summarise concepts in Chinese, with visual charts to support |
| Confirm students' level of understanding in class through their responses | You can check whether students understand, and improve their concentration and participation in class | Ask questions in Chinese, or invite students to answer and give examples in Chinese; continue only after confirming student understanding |
| Students work in group discussions | Chinese communication and discussion can help to narrow the pace, build consensus, and achieve effective mutual understanding and exchange of views | You may use Chinese to communicate during the early stages of concept formation, then share with an English summary to deepen disciplinary English |
| Provide a bilingual glossary of specialised terms in the lecture notes or PPT | So that students can accurately grasp the meaning when they hear the term | Display key bilingual terms directly on the screen, or separately produce a bilingual glossary of specialist terms |
| Explain the assignment | Accompany classroom slides or the English text descriptions in the learning platform to give students an extra layer of introduction | Explain in Chinese to ensure students clearly understand the assignment requirements and submission deadline |
| Answer questions asked by students in Chinese | Help students connect and organise concepts in their mother tongue to build the whole learning system | Respond to students’ questions in Chinese five to ten minutes before the end of the class, or during the break halfway through the class |
| Explanation of national examination content | Help students fully master the national examinations after graduation, and explain directly in the examination language if needed | Given that the questions are all set in Chinese, this section can appropriately connect Chinese with the English-medium content |
| TA In-class support and after-class tutoring | Help students who are falling behind to keep up with the subsequent pace | TA responds in Chinese to difficulties encountered by students |
To prevent students’ understanding of subsequent lessons from being affected by a small number of key vocabulary items, it is recommended to use translanguaging strategies in the following situations:
record in finance refers to book keepingtissue in the biomedical field is “tissue”business cyclegame theorygrey market goodsForeign Account Tax Compliance Act"Do they publish more qualitative or quantitative studies? The findings of this research provide you with some messages, although this research covers this period, OK? Quite some time ago, but it can still give you a rough idea. They want to look at the proportion of qualitative research, qualitative, qualitative research. I've talked about quantitative research, quantitative research."
— Zhang & Wei, 2021
"What I'd like you to do now is fill out this form. Basically, the purpose of this is to check your comprehension of the contents I taught today. Don't forget to write down your student ID numbers. Remember to write your student ID number; besides giving marks, this also serves as attendance-taking. All right! I think the questions are all quite simple."
Associate Professor Chao Chi-hung
Department of Biotechnology, National Yang Ming Chiao Tung University
Use a pre-class survey to understand students’ English proficiency and expectations
Explain course positioning (not a pure English course), ESP-EMI collaborative mode, the teacher's English accent, etc.
When using translanguaging, also take international students into account and help them integrate into the classroom
For example: when a Student is giving a presentation, provide language support at the appropriate moment
Progressively increase by course sequence: General Biology I → General Biology II → General Physiology I
Considerations: student comprehension, needs in multilingual settings, and building teacher–student relationships
The idea of language scaffolding originates from the developmental theory of the Russian psychologist Vygotsky. He believed that, in the process of developing their abilities, learners can undertake higher-level learning in asupported context.
Language scaffolding is like a scaffold that helps you build language ability. Just as when you learned to ride a bicycle, your parents or teacher held you up until you could ride on your own.
In language learning, it means someone helps you gradually understand and use more words and sentences until you can express yourself clearly on your own. This is the concept of language scaffolding.
It is recommended to increase guidance and language scaffolding in the design of learning tasks, to structure students' understanding and use of disciplinary English and help them complete the task.
Distribute a bilingual glossary of specialist terms before class
Provide common sentence patterns for academic expression for students to refer to
Break complex tasks into small steps and guide learners step by step
Provide examples of excellent work for students to refer to and emulate
Multimodal Teaching Design
Can the instructor teach in language students can understand?
The key to EMI success lies in whether teachers can deliver instruction using language that students can comprehend.
Multimodal teaching design refers to the concept of instructors using multimodal theory as a basis, integrating various sensory modes (multimodal) and sign systems (semiotics) to design Courses and deliver teaching, so as to enhance levels of understanding and achieve effective communicative expression.
References:Kress, G., & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
Not for being "richer" or more "flashy", but because: meaning is constructed in a distributed manner
Students often understand a concept not through a single channel, but through the words used, the way the images are drawn, the instructor’s tone, and the visual focus of the slides; together, these form understanding.
Saying “this is important” but squeezing it into the corner of the slide → students are confused
Verbal, visual and bodily channels all emphasise the same point → learning is more secure
In education and communication, multimodal refers to conveying meaning through multiple sign systems or sensory channels:
Written language
Images, charts, colours, layout
Voice, music, sound effects
Body language, movement in space
Environment set-up, object placement
Immediate feedback, hands-on experience
Core concept: meaning is not carried by text alone, but is jointly constructed through multiple modes. On a slide, font choice, image placement and the proportion of white space are all “speaking”.
Mode Selection — What mode is this content “best suited” to?
| Content Type | Priority modality |
|---|---|
| Spatial relationships, structures and processes | Visuals First |
| Sequence, causality, argument | Language (spoken or written) is more effective |
| Emotion, atmosphere, urgency | Voice, images, body language |
Mode Distribution — Who is responsible for what?
Make the visual and the auditory “say the same thing” — read the slides verbatim
Make the modes complementary: the visual presents the structure, while the spoken explanation adds detail and connections
Mode Translation — Can students “translate”?
The indicator of genuine understanding is: students can turn images into words, text into images, and concepts into performance.
This ability to transfer across modes is worth deliberately designing into interactive activities.
Quickly build learners' mental map
Multimodality reduces cognitive load
The stage where multimodality is most effective
Multimodality helps encode memory
Simplify wording and, through the rhythm of speech, insert pauses and breaks appropriately, so students can better pick up the emphasised points and key words
Organise and summarise key points in a table, and highlight key words; interact with students through questions and answers to enhance learning outcomes
Use visual examples familiar to students to present various concepts, and discuss with students the features and meanings in the videos
When playing videos, the teacher moves their body in time with the music, integrating visual, auditory and kinaesthetic senses to strengthen students’ sensory experience and memory
In the age of slides, board writing has instead become a distinctive multimodal strategy:
Teacher and students sing and move together, combining multiple senses and social interaction:
After explanation, have students use the computer themselves, moving from “listening” to “doing”:
In language teaching, the teacher models reading aloud, and multisensory learning at the same time:
Play videos of spoken expressions in different situations to learn pragmatics:
Laboratory work covers a range of sensory experiences:
Core concept: Multimodality is not just about ‘presenting’ different media to students; more importantly, it is about enabling students to ‘produce’ through different modes — shifting from passive reception to active participation.
Digital & AI-Enhanced Teaching
Digital tools and AI technologies are changing the possibilities for EMI teaching. Making good use of these tools can reduce language barriers, improve teaching efficiency, and create richer learning experiences.
AI-Enhanced Teaching Tools
Make good use of digital technology and AI tools to improve teaching efficiency and learning experience.
Mapping the use of digital tools to the three dimensions of the Community of Inquiry (CoI) framework makes it possible to select and use tools more purposefully:
Cognitive presence
Social presence
Teacher presence in teaching
Digital tools are a means of supporting teaching, not the end. When choosing tools, consider: (1) do they truly solve the teaching problem? (2) Can students use them smoothly? (3) Do they add unnecessary cognitive load? Avoid using tools just for the sake of using them.
Language Awareness & Languaging Awareness
Effective EMI teaching requires teachers to have awareness of language at two levels.
Language awareness: sensitivity to language itself
Understand the characteristics of Disciplinary English, including:
Pragmatic awareness: sensitivity to language use in context
The process of understanding and using language as a tool for learning:
Assessment Design for EMI
In EMI courses, assessment design needs to take into account the development of both disciplinary knowledge and language ability, and make good use of a combination of formative and summative assessment.
The chef tastes the food during the cooking process and adjusts the seasoning at any time
| Purpose | Promote learning and improve teaching |
| Timing | Conducted continuously during the learning process |
| Risk | Low-stakes |
| Feedback | Immediate, specific, adjustable |
| Core question | "What do students still need to learn?" |
Customers taste the finished dish and give feedback
| Purpose | Assess learning outcomes, judge the extent to which standards are met |
| Timing | Conducted after the learning ends |
| Risk | High-stakes |
| Feedback | Summative, grade or score |
| Core question | "What have students learned?" |
Formative assessment helps to understand whether students are keeping up with the pace of English-medium teaching, while summative assessment confirms the final achievement of disciplinary knowledge and language ability
Clarify whether the assessment is of subject knowledge or English proficiency, or whether both need to be assessed
Providing a vocabulary list and sentence patterns in assessment tasks to reduce the impact of language barriers on subject performance
Combine written, oral, and practical forms so that students of different language levels can demonstrate their understanding of the subject
In EMI courses, you should pay attention to whether assessment is affected by language barriers and thus limits students' opportunities to demonstrate disciplinary knowledge. If the assessment objective is disciplinary knowledge, appropriate language support should be provided; if the objective includes language ability, the marking criteria must be clearly communicated to students.
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