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DAFNE XIMENA CASTILLO RAMIREZ

INFORMATIVE TEXT READING REPORT

ARTICLE

NOV 17TH 2023

READING REPORT FORMAT


Name: Dafne Ximena Castillo Ramírez
Date: Nov 17th 2023
TEXT TITLE
TYPE OF TEXT
AUTHOR
Text Ideas
1 1
“Reflecting the complex
history and global spread of
English, however, the
realities of EMI are more
complex in terms of the
geographical location,
educational level, and
orientation, affected
participants, and languages
involved” (Smit, 2023).
2 2
“Three core elements— (1)
English-medium education
of (2) academic subjects
other than the English
language to (3) L2 users of
English—are essential
insofar as they have to be
present for EMI to take
place” (Smit, 2023).
3 3
Other than these core
elements (the three elements
from the previous idea),
EMI has six flexible criteria
that leave place for a more
detailed description of the
approach: degree of
coverage, location, language
polices, optionality, and
relation to English language
education (Smit, 2023).
For Informative or Argumentative Texts
English-medium instruction (EMI)
Informative Article
Ute Smit
My Response(s) My Questions My Analysis
1 1
I agree with this statement. How do the teachers in There are multiple factors
If EMI is the use of English charge of EMI classes that influence the programs
to teach other subjects, the capacitate to teach? designed with EMI. I think
models and structures that this model is a great
implemented must be Is the capacitation provided technique to accelerate the
different in every location. by schools? learning process of non-
native English speakers,
Is the capacitation because it is mandatory to
expensive? gradually increase the
complexity of the language
along with the level of
education. The fact that
English language is
influenced by many other
cultures and languages
makes the target more
approachable.
2 2
It can seem obvious at the Are EMI classes suitable for The use of English as the
beginning, but for schools children or beginners? primary way of
that are teaching EMI communications in the
classes for the first time it What kind of subjects are classroom may imply the
could be not very clear. For more convenient to begin constant evaluations and
these classes to be possible, with EMI teaching? reinforcement of the level of
not even successful, students because sometimes
students must have certain it can be required to present
level of English, because it a new and complex topic.
is not English Language Also, the existence of the
itself what will be taught, three key factors early
but different subjects. Now, mentioned, suggest that the
the level requires can vary lack or failure of one may
according to the type of risk the success of the class.
school and the complexity And lastly, the context may
of the topics. either help or interfere with
the process as well.
3 3
Of course, not all the Educational level: How long After all the questions that
programs and classes to are the EMI classes for arose after reading the
develop with EMI can be primary and secondary passage, I think that EMI is
the same. All these elements levels? a very specific, delicate, and
are important, but for me, difficult model to set and
the location is the most Degree of coverage: Does bring to the real life in a
decisive one since the place EMI apply for programs classroom. I come to think
where the students are (that around the world? that it may imply all kind of
generally is the same place resources and willingness,
they were born and raised) Location: Are EMI classes also, speaking objectively,
dictates culture and surely based on the context EMI seems to be available
language, and these two of the students? and suitable only for private
things form the ideologies schools or public schools in

4 4
“Drawing on such well-
established concepts, CLIL,
ICLHE and EMEMUS can
thus be described and
compared in relation to the
core elements and flexible
criteria established for EMI
above” (Smit, 2023).
5 5
“Put differently, EMI and
ELT ‘exist in a very natural
symbiosis and can
potentially inform each
other’” (Pecorari and
Malmström 2018: 497, as
cited in Smit, 2023).
Notes:
of the people, included
teachers and linguists.
About the language polices,
the ideal would be not to
use the first language to
address questions or give
instructions, but most of the
time, if treating with
primary and secondary
levels, it will be required as
the last source to solve
doubts.
Yes, any model, approach,
or method to employ in a
class must depend on and be
designed according to
decisive elements in order
to make it relatable to
students, suitable for them
and increase the possibilities
of success.
Of course, it there is not any
background or basis in
English learning and
teaching (in a scholar
context), no L2 class can be
taught. Also (if it is not
already assumed), I think
that a teacher who is meant
to teach EMI classes must
have passed an ELT major
first.
Language polices: is it
possible to avoid students’
first language in EMI
classes? How?
Optionality: Is EMI the only
or the most effective
option?
Relations to English
language education: what
kind of consequences does
EMI bring to the way of
language acquisition in
students?
4 4
Is it possible to apply EMI,
CLIL, ICLHE, EMEMUS
or any other similar
program in all the kinds of
contexts?
What are the differences
between these four
approaches?
5 5
What is the specific
symbiosis among ELT and
EMI?
Can these two ways of
teaching share methods or
techniques?
developed countries.
While CLIL, ICLHE and
EMI seem to be a lot more
convenient for L2 speaking
groups and teachers,
EMEMUS sounds to me
like an approach that is
more appropriate for
multilingual groups. Still, I
keep finding it hard for the
teachers to adapt one single
lesson to the different
backgrounds that will
possibly exist in a
multilingual class.
I consider that EMI classes
can throw findings that may
help ELT teachers to adjust
the formation of further
ELT practitioners in order
to perfectionate EMI
classes. What I mean is that,
reflecting on the progress
shown by students in EMI
classes, ELT teachers can
benefit from them and adapt
further methods or fix weak
patterns in the teaching of
English language as a
second language.
 Text

Smit, U. (2023). English-medium instruction (EMI). ELT Journal. https://doi.org/10.1093/elt/ccad018

 Conclusion
EMI is an approach that seems to have multiple faces and it is likely to evolve since it must be based on a complete context,
also because, as any language, English changes with the time and classes with EMI have English language as the medium of
communication and instruction addressing. However, other than EMI, there are many other approaches that encourage the
use of English just as the language used in the classroom and not as the target. For me, these kinds of classes are one of the
best ways of enhancing as long as the students have the knowledge required to start a course. Despite all the advantages of
EMI and all the similar approaches, the implementation appears to be complex since capacitated teachers are required as the
main tool for the classes to happen, not even succeed. Also, the flexibility of these approaches will not always be enough
due to the huge variety of contexts and conditions ins schools; what I mean by this, is that it would be great to extend EMI
classes to as many levels as possible, but for now, it looks like EMI is easier to bring only to high levels.
 References
Pecorari, D., and H. Malmström. 2018. ‘At the Crossroads of TESOL and English Medium Instruction’. TESOL Quarterly
52(3):497–515. At the Crossroads of TESOL and English Medium Instruction - Pecorari - 2018 - TESOL
Quarterly - Wiley Online Library
Smit, U. (2023). English-medium instruction (EMI). ELT Journal. https://doi.org/10.1093/elt/ccad018