Beyond Proficiency: Critically Examining Gate Keeping Mechanisms and Teacher Inclusion in EMI

Övrigt konferensbidrag, 2025

This colloquium critically explores the relationship between English language requirements, teaching self-efficacy, pedagogical training, and inclusion/exclusion in English-medium instruction (EMI) settings. While English proficiency is widely seen as essential for EMI teaching, its empirical basis remains largely unexplored. Drawing mainly on data from a large-scale comparative study of EMI teachers in Sweden (n=978) and Brazil (n=114), this session examines whether current language requirements function as valid gatekeeping mechanisms or create unnecessary barriers for otherwise competent educators. It also considers what other factors contribute to effective EMI teaching and deserve consideration in both EMI teacher selection and support for in-service EMI teachers.

The colloquium will be structured in three parts, followed by facilitated discussion:

Paper 1 examines Swedish and Brazilian EMI teachers’ self-reported English proficiency, their expressed need for language support—both for themselves and their colleagues – and the assumed connection between proficiency in the teaching language and teaching effectiveness. The paper highlights similarities as well as differences between Sweden and Brazil in terms of EMI teachers’ English proficiency, and it also points to a disconnect between EMI teachers’ self-perception and peer perception regarding language support needs, which are understood differently across the EMI teaching community.

Paper 2 critically examines the assumption that higher levels of English proficiency necessarily lead to better teaching outcomes. The study explores relationships between EMI teachers’ self-reported English proficiency, teaching approaches, pedagogical training, and teaching self-efficacy. In both Sweden and Brazil, pedagogical training emerge as the strongest predictor of interactive teaching, followed by teaching self-efficacy, while English proficiency has a comparatively modest impact. These findings challenge the predominant emphasis on language proficiency in EMI teacher selection and training programs, highlighting the need to prioritize pedagogical competence.

Paper 3 focuses on the Brazilian EMI context and proposes a nuanced framework for assessing teacher competence in EMI settings. It argues that current entry mechanisms for EMI teaching require recalibration to avoid excluding potentially effective educators. The paper examines how various institutional policies and approaches to language and other requirements influence teacher recruitment, development, and retention, particularly in contexts where EMI is still emerging.

Discussion: The session concludes with 30 minutes of facilitated discussion, engaging participants in exploring alternative approaches to evaluating EMI teacher readiness that might better serve the goal of inclusive education.