English as a Medium of Instruction (EMI)

Reading 2.1: Strategies to Support Students as They Begin to Learn Content in English

The following case study highlights strategies that Lecturers can implement to help their students. It features a
course where there were no minimum English proficiency guidelines stated for enrollment. This Lecturer offers
seven strategies for EMI Content Teachers. Consider how you might apply these ideas in your situation.

Background
• Name: Liên Phan, Lecturer in the Faculty of Economics, Department of Tourism Management, Nha Trang
University (NTU): More information here[1] 


• NTU serves many students who have had less access to English
language training. The university is in an international tourism
location, so students know that they have a better chance to find a
good job if they can communicate in English.


• Course: Front Office Management 


• Student entry requirements: No specific student entry English

proficiency requirements for this EMI course.

Read this advice from Ms. Phan:

“Liên Phan” by Dawn Bikowski is
Seven Strategies to Students as They Begin to Learn Content in English licensed under the CC0 license.

1. Develop a multilingual classroom

I didn’t try to create an English-only classroom. At the beginning of the course, I spoke to my students in
Vietnamese to get to know each other.. I then introduced English gradually into the course. Before long, I started
class in English for lecturing, with all the materials. Then, I would repeat the content in Vietnamese. Eventually, I
always lectured in English, using slides with supporting text and pictures or visuals.

2. Help students become active learners

I view myself as a guide, not an expert telling my students what to do. In my EMI course, I helped students with
their learning and setting goals. I used technology to help me out, created a Google Spreadsheet, and asked all my
students to write in their goals during the first week. Every couple of weeks, I would ask them to update their
plans, and I would talk to them about their goals. At the end, they could see all the progress they had made.

3. Prepare students for in-class activities

Before lectures, I would give them key words in Vietnamese and English so they could search those concepts bring
that knowledge to class. That way, they had background understanding on the topics so they could learn English
and the content at the same time.

© 2022 by Ohio University. Reading 2.1 Strategies to Support Students as They Begin to Learn
Content in English for the Online Professional English Network (OPEN), sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.
1
This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To
view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
4. Vary activities during class

I would lecture for about 15 minutes and then do an interactive activity. We did many activities including
presentations. For the presentations, I recorded them and posted the recording for the class on a Facebook page I
made. I also developed an activity called “Reaction”—where I ask a question in English and students must answer
as fast as they can. They must answer, without worrying if their English is right. This helped them feel less nervous
and made them feel more confident.

5. Use technology

Facebook is students’ favorite tool, since they’re familiar with it. I created a page and share many class activities
there, for both courses. I post their presentations there which motivates them to practice! Then during class, I
bring up what I’ve shared on the Facebook page or anything students have shared. That way they know I’m paying
attention.

6. Develop and utilize authentic assessments

My assessments in English were designed to prepare my students for their careers after graduation. One of the
assessments I did was I gave them some questions to write answers to in English. They had to do that during class.
After they finish answering, we would have one-on-one discussions about their answers which prepared them for
writing. Which helped me assess their writing and listening skills and how well they could speak their answers.
Next time I teach the course, I’ll have a rubric for their written and spoken answers.

7. Keep revising

I try to improve each time I teach a class, next time, I will try to add in more details, like the rubrics. I want to help
my students with critical thinking and deeper learning which will be my focus for next time.

Conclusion

Liên had to be realistic with herself. She knew she would cover less material in this class, but she made sure they
covered the most important things which improved in their communication and confidence in English. For advice ,
she said, “If you are motivated, you’ll find a way to make it work. We all grow with our students.”