EMI and CLIL in Modern Classrooms

This interactive chapter revolves largely around the use of English as a tool for international educationInternational education. In a world in which English continues to be a lingua franca, English as a Medium of Instruction in international education comes as no surprise. This chapter focuses on the ways in which EMI courses should be organised, stemming from two pillars: language and methodology. Given some of the overlapping characteristics of these, the chapter also touches the concept of Content and Language Integrated LearningContent and Language Integrated Learning (CLIL) (CLIL). The student-centred teaching–learning perspective is emphasised as the core of the processes in which the vehicle of communication is nobody’s mother tongue. In this model, the teacher is not the traditional lecturer; rather, her/his function is more that of a guide or facilitator, engaging students in problem-solving activities, challenge-based projects, group work, peer learning, etc., with the aim of enhancing interaction and learning by doing so. These and other, accompanying phenomena, including—but not limited to—communicative competence and the link established between learning content through English and intercultural competence, are at the heart of the chapter.