Presentations (please click on the links to access the presentations)

Speaker Position and Institution Presentation Title ​​​​​​ Date of the original presentation
Professor Hsiao-Wei Yuan Vice President for International Affairs, National Taiwan University​ Challenges of Local EMI Training 23 March 2021
Dr. Heath Rose Associate Professor of Applied Linguistics, University of Oxford Transitioning to EMI Universities: the case of Japan 23 March 2021
Dr. Nicola Galloway Senior Lecturer in Teaching English to Speakers of Other Languages at University of Glasgow English as a Subject and English-medium Instruction (EMI) Teacher Training 23 March 2021
Dr. Trevor Grimshaw Senior Lecturer, Department of Education, University of Bath The University of Bath's Approach to CPD for EMI 7 July 2021
Dr. Samantha Curle Lecturer, Department of Education, University of Bath The role of research in designing Continuing Professional Development programmes for content lecturers using English Medium Instruction (EMI) in Higher Education 7 July 2021
Dr. Robert Baird Senior Teaching Fellow, Academic Centre for International Students, University of Southampton Developing EMI educator networks: Reflections on large- and small-scale teacher education initiatives 7 July 2021
Dr. Carole MacDiarmid EAP Manager (Teacher Development) (English for Academic Study Unit), University of Glasgow Continuing professional development for English for Academic Purposes (EAP) teachers: Developing the EAP teacher knowledge base 7 July 2021
Conrad Heyns Chair of the BALEAP Accreditation Scheme BALEAP – the global forum for EAP professionals - and the BALEAP Accreditation Scheme 7 July 2021

Key Recommendations


Professor Hsiao-Wei Yuan, Vice President for International Affairs, National Taiwan University

  • Generate a shared definition of English Medium Instruction
  • Institutionalise, digitalise and provide adequate funding to ensure the diversification of English Medium Education programs.
  • Include quality assurance schemes that develop teacher training capacity and student language proficiency capacity development.​​​​​​​


Dr. Heath Rose, Associate Professor of Applied Linguistics, University of Oxford

  • Provide properly integrated language support to ensure students are ready to enter an English Medium Instruction context. This should include English for academic purposes (EAP) support at university level but could also include soft preparation in high school as has been the case with some successful institutions in Japan.
  • Transition from teaching English as a Foreign Language (EFL) to English for Academic Purposes (EAP) to English for Specific Academic Purposes (ESAP), taking into account the needs of students from disciplines such as Engineering are different from the needs of Business students.
  • English Medium Instruction pedagogy needs to change from passive to active models of learning meeting the needs of 21st Century students since (as Wilkinson notes) students may find that listening to lectures does not enhance their productive confidence, academic speaking and writing skills, and consequently a student centred approach is necessary.


Nicola Galloway: Senior Lecturer in Teaching English to Speakers of Other Languages, University of Glasgow

  • Increase consultation and collaboration with language acquisition experts to conduct a large-scale need analysis to ensure a clear picture of diverse stakeholder demands such as the needs of students, language teachers and content-based teachers is gained.
  • Expand quality training programmes for both language and content-based teachers
  • Take a bottom, up approach by identifying local teachers, who can become master trainers and cascade their newly acquired knowledge to their peers.​​​​​​​​​​​​​​


Dr Trevor Grimshaw,​ Senior Lecturer, Department of Education, University of Bath.

  • Develop the capacities of non-native / local teachers, that is, localise continuing professional development offerings and curricula development programmes.
  • Ensure English medium instruction curriculum development and professional development offerings are context appropriate, taking into account the varying models of English medium instruction.
  • Ensure educators have the language proficiency and the related knowledge to contribute positively and effectively to the development of a bilingual programme.
  • Provide academic study skills support for English medium instruction such as training in critical reading and note taking, critical writing and the writers voice and the effective use of sources.


Dr. Samantha Curle, Lecturer, Department of Education, University of Bath

  • Contextualised institutional support systems should be established to support English medium education content teachers.
  • Needs analyses should be used to ensure support systems focus on the context-specific challenges being faced.
  • Mutually beneficial partnerships should be fostered by generating new knowledge, not only for the Taiwanese context, but for countries throughout Asia.
  • Collaboration between the Taiwanese and UK higher education sectors could have wide-spread impact in relation to successful English Medium Instruction implementation across the globe.


Dr. Robert Baird, Senior Teaching Fellow, Academic Centre for International Students, University of Southampton

  • Network on global, national, regional and local levels to provide essential elements of support and development for English-medium educator networks in higher education.
  • Ensure educator networks are:

     - Sustainable, that is, initiatives have ongoing local involvement, relevance and ownership,

     -Long term to ensure initiatives can develop and grow over time,

     -Localised to guarantee initiatives are oriented to the specific needs of educators and students within their context.

  • Increase Taiwanese and UK HE sector engagement through the medium of educator networks.


​​​​​​​Dr. Carole MacDiarmid, EAP Manager (Teacher Development) (English for Academic Study Unit), University of Glasgow

  • Identify context specific EAP teacher needs
  • Develop EAP/ESAP teacher competencies
  • Develop/facilitate EAP/ ESAP teacher CPD programmes and provision
  • Ensure effective EAP and English for Specific Academic Purposes (ESAP) provision either in foundation or preparatory courses and/or in embedded support in a degree programme.
  • Successful implementation of EMI programmes depends on the ability of students to communicate effectively in academic contexts, consequently, this skill needs to be improved.


Conrad Heyns, Chair of the BALEAP Accreditation Scheme

  • Learn about the benefits of BALEAP accreditation for institutions.
  • Along with the benefits of BALEAP membership, BALEAP Accreditation would help to ensure high quality standards in EAP teaching and learning.
  • Embrace glocalization within the field of EAP and pedagogy
  • Working together across the UK/Taiwan HE sector would be of mutual benefit to both UK and Taiwan institutions and practitioners.


Professor Barry O’Sullivan, Head of Assessment Research and Development, British Council, UK

  • The positioning of the English language department/centre providing English language instruction within the institution should be core to the institution, not a peripheral group of instructors with sub-professional/secondary status.
  • A stable workforce should be encouraged through improved capacity for professional advancement for English language instructors within institutions, security of employment, and a range of employment options.
  • A skilled specialist workforce must be developed through long-term investment in capacity building, ongoing flexible opportunities for development, establishment of Communities of Practice with sharing across institutions. This can be achieved through practical experience (e.g., international placements and/or internships) or academic learning (Masters level, PhD and post-Doctoral placements).
  • In line with the move towards a comprehensive learning system, planned, relevant and implementable continuous professional development must be implemented in areas such as teaching approaches, learning activities and assessment methods to ensure teachers are equipped to support student language development.
  • Practitioner engagement with continuous professional development should be linked with career development opportunities.
  • Planned, relevant and implementable continuous professional leadership-focused development must be made available for members and prospective members of leadership teams across all levels (i.e. ministry, institution, department).