16-17-18 May 2019 Valencia –Spain

English as a Medium of Instruction (EMI): embracing pluricultural education

Language Centre (Building 4P)



REGISTRATION (Ground floor).

15:30- 16:00

OPENING CEREMONY (Salón de Grados - 3rd floor).

by Dr. Juan Miguel Martínez Rubio. Rector's Office of the UPV.


KEY NOTE PRESENTATION (Salón de Grados - 3rd floor).

The monolingual myth: The danger of operating in a singular target language,

As English teachers, we invariably work in multilingual contexts with multiple languages represented within the classroom, yet there remains a dominance of monolingual approaches to teaching and assessment. This session explores the notion that monolingual paradigms can neglect the greatest resource at our disposal and actively disadvantage our student’s learning. Ideas are considered around how we can redress the balance.

Alex Thorp - Lead Academic, Language -Europe- at Trinity College London.


PAPER PRESENTATIONS (Salón de Grados - 3rd floor).


What characterizes teacher talk in the EMI classroom? Jessica Ann Thonn


Should We Be Talking About Work as Medium of Instruction (WMI)? Harold Ormsby L.


COFFEE BREAK sponsored by Trinity College London.


PAPER PRESENTATIONS (Salón de Grados - 3rd floor).


NEUROSENSORY STIMULATION: Helping EMI teachers to improve SPEAKING and listening.
Cristina Pérez Guillot & Alberto Sanpedro


On the need to support lecturers who embrace the challenge of EMI: The Academic Lecturing course experience at Ca’ Foscari. Ada Bier & Elena Borsetto


What are EMI lecturers’ beliefs about their professional needs? Evidence from a Finnish University. Diane Pilkinton-Pihko & Jaana Suviniitty


Internationalization and EMI for beginners. The case of “Grandes Ecoles” in the Auvergne Rhone-Alpes Region of France. Brendan Keenan


WELCOME RECEPTION sponsored by Trinity College London at The Language Centre (Ground floor).

FRIDAY 17th May




(Room 0.3 - Ground floor)


(American Space - 1st floor)


Balancing Acts: EMI Pedagogy in Architecture and Urban Planning. Donna Drucker

Lecturing Chemical Reactor Design in English: Practical tricks to get full attention from the students. Maria J. Fernández-Torres, Ignacio Aracil Sáez & J. Rubén Ruiz Femenia


Improving EMI teacher training outcomes through implementing experiential approach. Aleksandra Shparberg & Dina Levina

Peer observation and guided reflection in EMI professional development for lecturers. Maria Felicidad Tabuenca Cuevas


Exploring exam answers in Spanish and English medium of instruction subjects: An analysis of pragmatic strategies. M. Luisa Carrió Pastor

Collaborative learning of Circuit Theory using English as a medium of instruction. Coral Ortiz Sanchez


Neuroscience in English as a Medium of Instruction. Basic concepts, myths and activities. Amparo de Fez

Students’ Perceptions and Attitudes Towards Teachers’ Communicative Ability in an EMI Setting. Alicia M. Aranda Quesada

11:30- 12:00

COFFEE BREAK sponsored by Trinity College London

12:00- 13:30

WORKSHOP 1 (American Space - 1st floor)

English as a medium of instruction: Facing the challenges

English as a Medium of Instruction has rapidly spread in most European universities as a result of globalization, competitiveness and internationalization among other factors. However, both teachers and students have to overcome, on a daily basis, challenges regarding the content and the language

The aim of this workshop is to provide participants with:

  • an approximation to the existing differences between EMI and CLIL
  • the challenges that both teachers and students must face
  • the importance of learning to plan and planning to learn in the EMI classroom
  • strategies to facilitate the learning of content and develop the language

Chair: Virginia Vinuesa Benítez. Vicepresidenta de la Asociación de Enseñanza Bilingüe y co-editora de la revista americana NABE Journal of Research and Practice


NETWORKING LUNCH sponsored by Rosetta Stone (Hall CDL - Ground floor) rosetta


WORKSHOP 2 (Room 0.3 - Ground floor)

Translanguaging and EMI: approaching this controversial relationship

The role of the L1 in the bilingual education classroom is a matter of discussion, as it has always been in the EFL class. Moreover, the presence of the L1 and the foreign language can be controversial in programmes where there is a combination of the L1 and the foreign language as languages of instruction along the curriculum. In EMI, the excessive presence of the L1 reduces the use of the L2 and may have negative effects in the development of this language. Following this idea, a frequent, intuitive, non-systematic use of the L1, together with the lack of proficiency in the L2, are decisive factors for this overuse. However, the use of the L1 is also reported in bilingual environments as a pedagogical instrument, with an evident and potential use to help scaffold the content. Although in EMI contexts the situation may not be the same, there is a need to provide substantial empirical evidence of the practices in order to support the notion that employment of the L1 may be a factor of enrichment, especially with students exhibiting a low proficiency in the L2.

Chair: Víctor Pavón Vázquez. University of Córdoba

WORKSHOP 3 (American Space - 1st floor)

Assessment in EMI environment: embracing multi- and pluri-lingualism

In this workshop we will look at the challenges of conducting assessments in a multilingual learning context within an EMI environment. We will explore and evaluate the kind of approaches to assessment, test format and tasks that can exploit the features of multi-and pluri-lingualism as described in the recently published Companion Volume to the CEFR (2018). We will consider how these tasks align with testing principles to ensure validity and reliability and how we might incorporate the principle of bias for best and reflect this in assessment criteria. We will also look at impact and how these assessment tasks might prepare students for communicative situations in the discipline they will operate in. Teachers will leave knowing how to embrace all the languages in their classrooms within a practical approach to assessment task design for EMI. 

Chair: Elaine Boyd. Institute of Education- University College London


COFFEE BREAK sponsored by Trinity College London



(Room 0.3 - Ground floor)

(American Space - 1st floor)


Integrated Writing Tasks in Assessing Writing for Academic Purposes:
Authentic Processes - Authentic Products
Alina Carastoian Reid

Lessons Learnt from EMI.
Steve Muir


The CLIL course was EMI. An attempt to embed language-teaching through m-learning and b-learning activities gathered in a digital portfolio. Javier Fernandez Molina

 International students – challenge accepted! Joanna Kozuchowska


ICT as tool to optimize laboratory lecture performance. David S Peñaranda, Carmena Naturil Alfonso, Francisco Marco Jiménez & José S. Vicente

Identifying EMI challenges through classroom observation. Mike Bennett



Teacher trainer´s reflections on learning and teaching through EMI in a bilingual degree in primary education. Mª Dolores Vidal Garcia & Fuensanta Monroy

Academic debate as a tool to develop Critical Thinking and Problem Solving in Civil Engineering Master Course. Teresa Pellicer Armiñana & Vicente Lopez Mateu


CONFERENCE DINNER: Submarine Restaurant. Ciutat de les Arts y les Ciències          (39.453200, -0.347207)

SATURDAY 18 th May


KEY NOTE SPEAKER (Salón de Grados - 3rd floor).

Shifting Identities and Shaping Ideas - how the provision of English as a Medium of Instruction transforms both course provider and participant, as well as developing core pedagogic skills.

My talk will emphasise the personal journey taken when established academics are asked to deliver their courses in English. This can happen late in their careers, sometimes with minimal notice, with established academics being asked to deliver a course in a subject they know well, in which they are experts, but in a language in which they are not in complete control. The issue of EMI interrupts and disrupts, sometimes pulling a linguistic security blanket away at a time when academics can be at their most fragile. I shall frame my talk by looking at the shifting identities of the academic, looking at the challenges faced by the cross-generational and multi-national workforces in today’s European universities. The push towards the internationalisation of the curriculum runs through and across the personal histories and experiences of academics who balance the reassurance of the “what and how” they previously delivered, with the shifting pressures of their own re-evaluation and appraisal. 

Nick Byrne - Former Director of LSE Language Centre.

11:00– 11:30

COFFEE BREAK sponsored by Trinity College London.



(Room 0.3 - Ground floor)

(American Space - 1st floor)


NAWA project as a challenge and solution for developing internalization process at Poznan University of Technology. Liliana Szczuka-Dorna

Rhetoric & Technical Debating – Aristotle meets Elon Musk. Louis Adam & Jon Dunderdale


What language do teachers really use in CLIL classrooms?
Farida Temirova & Debra Westall

EMI training programme at the UPV. Yvonne Mc Lucas & David Rhead


When Academic Writing Cultures Collide: Plagiarism Requirements in the Development of an English Language Bachelor Thesis Seminar at Aalto University. Maurice Forget & Tuomas Paloposki

EMI lecturers as mediators: uses of the CEFR companion volume. Julia Zabala Delgado & Javier Muñoz De Prat



ROUND TABLE and concluding remarks (Salón de Grados - 3rd floor).

Chair: Mónica Bragado President Social Council UPV


Seminar Sponsored by:







El Área de Lenguas utilitza galetes (cookies) pròpies i de tercers per motius de seguretat, millorar l'experiència de l'usuari i conèixer els seus hàbits de navegació. Si continues navegant, entenem que admets el nostre avís legal i la nostra política de galetes.