Scaffolding as a Pedagogical Strategy in a Course Delivered Using English as a Medium of Instruction (EMI)
Year: 2025
Author: Katia Mayumi Umekita
Innovative Teaching and Learning , Vol. 7 (2025), Iss. 1 : pp. 83–106
Abstract
Internationalization has motivated tertiary educational institutions to open their doors to global students and instructors. This movement has led to the adoption of the English language as a lingua franca among many distinct nationalities on the same campus. Consequently, the number of programs using English as a Medium of Instruction (EMI) in their classrooms has steadily grown, raising pedagogical issues associated with dealing with an academic community with diverse characteristics. Accordingly, the goal of this project is to identify and understand how teachers and students deal with the challenge of teaching and learning via EMI, specifically with regard to two issues: the different levels of English language proficiency in the classroom, and any distinct cultural features among participants that might hinder communication during a lesson. Some pedagogical scaffolding strategies such as the use of students’ L1, checking comprehension, co-construction of knowledge are identified. To better understand these pedagogical scaffolding strategies in a program using EMI, I present a case study of a postgraduate group and its instructor.
Journal Article Details
Publisher Name: Global Science Press
Language: English
DOI: https://doi.org/10.4208/itl.20250108
Innovative Teaching and Learning , Vol. 7 (2025), Iss. 1 : pp. 83–106
Published online: 2025-01
AMS Subject Headings: Global Science Press
Copyright: COPYRIGHT: © Global Science Press
Pages: 24
Keywords: internationalization English as a medium of instruction (EMI) socio-cultural theory of cognitive development pedagogical strategies scaffolding.