1st Edition
Professional Development for EMI Faculty in Mexico The Case of Bilingual, International, and Sustainable Universities
Despite Mexico’s implementation of a bilingual model in its tertiary education programmes, this book is the first contribution to knowledge regarding EMI in Mexico.
The author introduces readers to the Mexican higher education context before providing detailed information regarding the technological and polytechnic subsystem, where EMI has been implemented since 2012. The volume details a pilot and case study conducted in Mexican universities as well as the research findings and conclusions. It closes with recommendations, as well as suggestions for further research. The book explores the implications for the continuous professional development and training for lecturers in the current shift to EMI in Bilingual, International, and Sustainable (BIS) universities.
This volume will be of particular interest to researchers in EMI and bilingualism.
Preface
Acknowledgements
List of illustrations
List of abbreviations
CHAPTER 1 INTRODUCTION: MEXICO, ENGLISH LANGUAGE PROGRAMMES, HIGHER EDUCATION, AND THE IMPLEMENTATION OF EMI.
CHAPTER 2 A PILOT STUDY
CHAPTER 3 A CASE STUDY
CHAPTER 4 THE FINDINGS
CHAPTER 5 DISCUSSION, RECOMMENDATIONS, AND FURTHER RESEARCH
Appendix A: Current BIS technological and polytechnic universities spread in Mexico
Appendix B: English language proficiency considered by the CEFR in its 2001 volume
Appendix C: Guidelines for the Implementation of the BIS Model
Appendix D: The sheltered instruction observation protocol (SIOP) model
Appendix E: Training opportunities offered by the UTR since 2013
Glossary
Reference
Index
Biography
Myrna Escalona Sibaja is a Teacher Trainer at Grupo Educare and has been an EMI coach and teacher in a variety of institutions such as Instituto Santiago and Instituto Universitario de Tecnología y Cultura (IUTC), in Mexico.
'This book depicts a glimpse of EMI practice in Mexico’s higher education institutions, which can enrich the contents of EMI researches in the world’s non-English-speaking countries, especially in Spanish-speaking countries in Latin America.' - Zhiguo Zhang, College of Foreign Languages, Shanghai Maritime University, China.
