Search

This paper reviews how higher education should rethink the Continuous Professional Development (CPD) of their teaching staff, so that English-Medium Education (EME) is integrated in addressing issues of sustainability (solving problems that threaten humanity and the quality of life). Four focal points are selected: promoting inclusive and equitable quality education; shifting to a transdisciplinary approach; dialogic teaching and learning; and digitalising EME practices. The paper, which draws on research findings, presents an overview of the current contexts of teacher training for EME in Europe, with specific examples of available best practices. This is followed by a vision for future directions to link internationalisation of education and EME to the Sustainable Development Goals (SDGs) with a focus on educational development fit for global engagement. The current importance of training EME lecturers for teaching in English is acknowledged, but it is stressed that professional development must evolve to include emerging global teaching and learning competences. The last section is dedicated to practical recommendations for all EME community members.

This chapter proposes to address these questions through the prism of four teachers in the field of global health education. The students they teach and interact with, as well as their needs as active citizens in a globalised world, will provide the backdrop for further reflection. The personal journeys of the authors between countries, disciplines, professions, learning and teaching will thus be conceptualised as experiences continuously being reconstructed and deconstructed in the classroom through processes of being, belonging and becoming. It is argued that these processes can be used as resources to create inclusive and equitable quality education.

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher education.

The growth of English-medium instruction (EMI) calls for a new model of teaching and learning fit for the 21st century. It has been argued that formal education must be transformed to enable the new forms of learning needed to tackle complex global challenges. Much EMI research offers compelling arguments for transforming pedagogy to better support the acquisition of these skills. However, the question of how best to teach them has been overlooked. In order to prepare teaching staff for the challenges of multilingual and multicultural learning spaces, educational developers at Karolinska Institutet (KI) have developed a continuous professional development course to cater for the needs of both teachers and education developers in internationalised settings. This chapter will lay out the structure of the course and the thinking that went behind its conception. Through the testimonials of both lecturers and education developers, this chapter will also engage readers in reflections on how lecturers and education developers have apprehended their shifting roles and profiles.

This chapter addresses the link between the internationalization of higher education, English-Medium Education (EME), and sustainable education, from global/national/institutional policy to classroom practices. By drawing upon research from across the world, it is clear that a reappraisal of the link between EME, internationalization and sustainable education is called for. Teaching through English is both an opportunity and a challenge for universities today—a means to enhance the quality of teaching and learning, but also a means of reinforcing global inequalities. The Sustainable Development Goals (SDGs) offer higher education institutions (HEIs) a useful roadmap for achieving quality education through curricular reform and teacher training. These aims can be achieved if the SDGs are skilfully integrated, since they are so intimately aligned with the intended outcomes of the internationalization of higher education and EME.