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Issues in Formative Assessment and Feedback in EMI Classrooms
Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Springer nature
Abstract
It is quite sensible to outline the definition of EMI espoused in this chapter before
we talk about formative assessment and feedback strategies in EMI classes. This
chapter adopts the definition of Macaro et al. (2018) of EMI as “The use of the
English language to teach academic subjects (other than English itself) in coun
tries or jurisdictions where the first language of the majority of the population is not
English” (p. 37). Thus, it is important to know that formative assessment and feedback
described here relate to academic subjects (called content subjects in this chapter)
conducted in the English as a Foreign Language (EFL) context. The ceaseless spread
of EMI, mainly due to “the requirement of a shared medium in the wake of globaliza
tion” (Siddiqui et al., 2021), has become an undeniable fact, has maintained a high
rate of influence and demand (Siegel, 2022) and has sparked an unprecedented need to
train teachers, lecturers and professors to run EMI classrooms effectively (Huang &
Singh, 2014). While the use of EMI in classrooms to teach content subjects has been
justified by policymakers, curriculum designers, and researchers in different parts
of the globe, it has been concomitantly acknowledged that EMI houses a number of
challenges that permeate classrooms at all levels. Siegel (2022) sums up the source
of these challenges as he states.
Description
Keywords
EMI
Teacher Training
Global Higher Education
Educational Community
Education Landscape
Language Learning
Intercultural
Citation
Abu-Ayyash, E.A.S., Assaf, M.A. and Zabadi, M.I. (2023) “Issues in Formative Assessment and Feedback in EMI Classrooms,” in Supporting and Learning from Academics: EMI Toolkit, pp. 69–80.