Twenty-sixth International Conference on Learning

Abstract

The purpose of this study is to demonstrate a model of collaborative action research between language professors and academic content professors in implementing English as a Medium of Instruction (EMI) to teach academic courses at one of the universities in Taiwan. This study utilizes two complementary theoretical frameworks: reflective practitioner knowledge and classroom-based action research. These two frameworks suggest that regular reflection on teaching allows teachers to identify areas in their teaching that need attention and thus spurs their continuing professional development. The wide range of data in this study includes reflection journals from both language professors and academic content professors; field notes from observations; and transcriptions of biweekly group meetings. The significance of this study is twofold: First, by understanding academic content professors’ teaching practice through collaborative action research, language professors are able to develop a more congruent EMI pedagogy and represent more understandable teaching and learning theories in implementing EMI. Second, by conducting classroom-based action research, academic content professors become more critical about their practices and more conscious of their own teaching to meet the needs of students in EMI classes.