英語教育研究所St.Paul's Institute of English Language Education



森聡美 異文化コミュニケーション学部教授

ロン・マーティン 異文化コミュニケーション学部准教授
師岡淳也 異文化コミュニケーション学部教授
髙橋里美 異文化コミュニケーション学部教授
高山一郎 異文化コミュニケーション学部教授
山本有香 外国語教育研究センター特任准教授
鳥飼慎一郎 立教大学名誉教授、兼任講師


【開催延期】2020.03.16~20 公開講演会・公開ワークショップ「EMI (English Medium Instruction) : 英語を使って授業するためのセミナー」

立教大学池袋キャンパス 本館2階1203教室

Prof. Dr. Patrick Studer(Professor, Zurich University of Applied Sciences)
Mr. Paul Kelly(Head of English Language section, Zurich University of Applied Sciences)


Topic 1 Communicative pedagogy in EMI – some key aspects
The challenges posed by lecturing through English to non-English speaking students are often underestimated by lecturers or their institutions. In general, concerns tend to focus on purely linguistic issues (e.g. ‘I need to translate all of my slides into English’) with other more communicative/didactic issues relegated to second place or not considered at all. Students themselves are very conscious of this, frequently rating lecturers’ methodological skills as far more important than their linguistic competence. But what are these methodological skills in an EMI setting? In this lecture, we would like to include, but go beyond, the purely linguistic when considering aspects of communication and didactics that contribute to successful EMI, e.g. cohesion, teacher styles and reinforcement. Lecturers need to consider the communicative changes caused by the fact that the language being used is not the first language of any, or most, of the participants. This lecture is based on work we have done in collaborating on the development of assessment criteria for EMI lecturers, on evaluating an MSc program, and on developing a didactics course for those planning to teach in English. It will be interactive, allowing time for input, questions and discussion.

Topic 2 Language competence and multilingualism in EMI settings
In this session we will focus our attention on the role language plays in teaching content in higher education and the ways in which using a second language creates additional opportunities for teaching and learning. In this context, we have to answer a number of questions: Which variety are we going to use and why? How do we position ourselves towards grammatical correctness and idiomacy? How well do we need to speak the language? What do we do with our first language, especially when it is shared by most participants in the classroom? Looking at different teaching concepts, particularly EMI (English-Medium Instruction) and CLIL (Content and Language Integrated Learning), we will discuss how different perspectives on language influence the role we attribute to language and communication learning outcomes. This discussion will be emedded in debates surrounding English as a Lingua Franca and the question of error relevance and tolerance in second language talk. Asking ourselves which language competence is necessary to engage in EMI, the Common European Framework of Reference (CEFR) will be introduced and the relevant English language competence levels will be discussed. In this context, we will also be talking about the role of other languages in the classroom and the purposeful use of those other languages when teaching in English-medium settings. In the practical part of the session, we will consolidate these themes by looking at the role of English in the Japanese higher education context through joint reflection and group work.

Topic 3 Lesson planning in EMI settings
An important contributor to the success of any teaching unit is careful planning which identifies clear aims and ways of achieving them. While there is little room for compromise in terms of the aims themselves (we do not want students to learn less just because of the change of language), the ways of achieving those aims need to be examined. Many lecturers teaching their subjects through English may well have been teaching their subject through their first language for a long time and have developed planning skills that have served them well over the years. A switch to EMI disrupts this planning experience and requires that consideration be given to different ways of achieving the set aims. This has consequences for the preparation of, for example, supporting material, questions, task-setting, language, timing, overall structure etc. In this lecture, we would like to raise awareness of some of the key issues related to planning a) an EMI teaching unit and b) an EMI course. In particular, we would like to focus on those planning issues that arise from a recognition of the potential problems posed by the language switch, problems that apply to the lecturer, to the students and to the interaction between them. For those teaching through English for the first time, planning takes on even more importance due to potential anxiety caused by the switch of language and unknown consequences of that switch, including the reaction of the students. We hope that this lecture will allay some of that anxiety: ‘Forewarned is forearmed’, as the proverb says.

Topic 4 Creating dialogue and interaction in EMI classes
The verb ‘teach’ is a ditransitive verb, i.e. it has two objects. One object is the topic, e.g. ‘I teach Physics’. Another object is the students, e.g. ‘I teach students.’ We believe that EMI involves a recognition of the increased importance of the latter meaning. Flowerdew (1994:15) identifies the amount of interaction with students as one of the ‘key parameters in characterising lecture styles’. As such, it plays an important role in distinguishing one lecture(r) from another, regardless of the language of delivery. When the medium of instruction is English, however, and this is not the first language of the lecturer or students, the amount and type of interaction take on greater significance in aiding student comprehension. There is a danger that too little focus is given to this aspect in the planning phase as the lecturer may be too concerned with his/her own language use and may even be wary of losing face as a result of interaction. The aim of this lecture is to look in more detail at what interaction actually means, why it is desirable in EMI situations, how turns can be managed, the challenges it creates for the lecturer and some ways in which these challenges can be addressed.
The lecture is designed to be interactive (obviously!), allowing time for input, questions and discussion.

Topic 5 The role of EMI in the internationalised curriculum
In recent years, there has been much talk about internationalising curricula in higher education. Hudzik (2011), one of the key advocates of comprehensive internationalisation, goes as far as to say that internationalisation “is an institutional imperative, not just a desirable possibility.“ In this session we are expanding our perspective by placing English-medium instruction in the context of the internationalised curriculum. The internationalisation of the curriculum is commonly defined as «… the incorporation of international, intercultural, and/or global dimensions into the content of the curriculum as well as the learning outcomes, assessment tasks, teaching methods, and support services of a program of study (Leask 2009: 209).» In the first part of the session, we will be revisiting some theoretical considerations behind the paradigm, such as the rationales and drivers of internationalisation, the notion of graduate attributes, student assessment and policy considerations when introducing English as a medium of instruction. We will further look at how EMI is commonly integrated into curricula in Switzerland and at the discussions this has sparked. In the second part of the session, we will be discussing current practices, challenges and possible ways forward in planning and implementing the internationalisation of a curriculum in Japanese disciplinary contexts. Working towards a shared understanding of the internationalised curriculum in Japanese higher education, we will be looking critically at the role EMI can play in facilitating the development of international, intercultural and global competences in students.




鳥飼慎一郎(立教大学名誉教授、言語学博士、英語教育研究所所員 E-mail: tori@rikkyo.ac.jp)


2019年度 立教大学英語教育研究所研究成果報告書 第11号(2020年3月発刊)
・「単語の向こうにあるもの:語彙と文法におけるパターンを探る」Randi Reppen(北アリゾナ大学教授)
・「20世紀におけるSLAの軌跡と21世紀における課題と展望」佐野 富士子(常葉学園大学特任教授、前横浜国立大学教授)
・「キャンパス国際化の挑戦:関西大学の取組み」山本 英一(関西大学教授)
2017年度 立教大学英語教育研究所研究成果報告書 第10号(2018年3月発刊)
1.フィンランドの英語教育 伊藤 治己(関西外国語大学外国語学部教授)

2.アメリカ合衆国の大学教育国際化政策とオハイオ州立大学の外国語教育 湯浅 悦代(オハイオ州立大学東アジア言語文学学科准教授)
 第3講:Performed-culture approachの理論的背景と概要
 第4講:Performed-culture approach(ワークショップ形式)

3.連続公開講演会 Prof. Dr. Brigitte Halford (Department of English-Linguistics, University of Freiburg)

2016年度 立教大学英語教育研究所研究成果報告書 第9号(2017年3月発刊)
1.連続公開講演会とワークショップ Susanne Gundermann氏(ドイツ フライブルク大学)
・The spread of English-medium instruction in higher education
・The challenges of English-medium instruction for students and lecturers
・Support for English-medium instruction: Insights from the EMI Project at the University of Freiburg
・Diversity and intercultural communication in the English-medium instruction classroom
・Student interaction in the English-medium instruction classroom

2.連続公開講演会—ドイツの外国語教育政策について— Matthias Hutz教授(ドイツ フライブルク教育大学)
・Educational System in Germany
・German Foreign Language Education
・Teacher Training Programs in Germany
・Teacher training courses at Universities of Education (Padagogische Hochschulen)
・The Future of the German Education System

3.連続公開講演会 Christian Mair教授(ドイツ フライブルク大学)
・Global English in a multilingual world: an introduction to language and Globalisation
・Immigration and multilingualism in the global city: London, New York and Toronto
・Creolisation: language and culture in the English-speaking Caribbean
・Progress in linguistics: technology and the human factor
2015年度 立教大学英語教育研究所研究成果報告書 第8号(2016年3月発刊)
2014年度 立教大学英語教育研究所研究成果報告書 第7号(2015年3月発刊)
・「第1講 「欧州言語共通参照枠」(CEFR)とは何か」Dr. David Newby
・「第2講 「語学教育実習生のためのヨーロッパ・ポート」Dr. David Newby
・「第3講 新しい文法の数え方—認知文法+コミュニカティブ・アプローチ」Dr. David Newby
・「第4講 新しい文法の教え方—実践的ワークショップ」Dr. David Newby
・「第5講 社会の変化を反映した現代英語の特徴」Dr. David Newby
・「大学の英語教育は国際化にあってどのように変わるべきか—近年の英語教育の3つの二元論を中心に」森住 衛
2013年度 立教大学英語教育研究所研究成果報告書 第6号(2014年3月発刊)
・「第1講 バンク・オブ・イングリッシュとコウビルド・プロジェクト」スーザン・ハンストン
・「第2講 正しく話すために:英語のフレイジオロジー」スーザン・ハンストン
・「第3講 動詞から見たパターン文法」スーザン・ハンストン
・「第4講 正しく教えるために:コーパス言語学と英語教育」スーザン・ハンストン
・「第1講 レキシカル・プライミング」マイケル・ホイ
・「第2講 語の意味、語彙間の意味的関係、コーパス言語学」マイケル・ホイ
・「第3講 パラフラフ、文章構造、語彙選択」マイケル・ホイ
・「第4講 文法的結束性、意味的結束性、メンタルレキシコン」マイケル・ホイ
2012年度 立教大学英語教育研究所研究成果報告書 第5号(2013年3月発刊)
・「第1講 近年の英文法研究における成果」ジェフリー・リーチ
・「第2講 British National Corpusの成功と課題」ジェフリー・リーチ
・「第3講 近年における英語の動詞句の変化」ジェフリー・リーチ
・「第4講 英語という言語の過去、現在、未来」ジェフリー・リーチ
2011年度 立教大学英語教育研究所研究成果報告書 第4号(2012年3月発刊)
2010年度 立教大学英語教育研究所研究成果報告書 第3号(2011年3月発刊)
・「FDセミナー Myths about L2 Reading and Reading Instruction」Dr. Fredericka Stoller and Dr. William Grabe
・「第1講 Reading Research Development」Dr. William Grabe
・「第2講 Promoting Purposeful Language Learning with Project Work」Dr. Fredericka Stoller
・「第3講 Reading Comprehension Instruction」Dr. William Grabe
・「第4講 Tried and True Vocabulary Teaching Techniques」Dr. Fredericka Stoller
・「第6講 Reading and Writing in ESP」Dr. Fredericka Stoller
・「第7講 GOs for reading and writing」Dr. William Grabe
・「第8講 Integrated Skills and Content-Based 」Dr. Fredericka Stoller
2008・2009年度 立教大学英語教育研究所研究成果報告書 第2号(2010年3月発刊)
・「コーパス言語学とその英語教育への応用」Douglas Biber
2005・2006・2007年度 立教大学英語教育研究所研究成果報告書 第1号(2008年3月発刊)
・「学問の方法と国民性 イギリスと日本を比較して」吉野利弘