Accompanying Subject-Matter Teachers in their English-Medium Instruction Journey: A Report of Medical English Training
Accompanying Subject-Matter Teachers in their English-Medium Instruction Journey: A Report of Medical English Training

Summary/Abstract: This report documents a multi-phase initiative in support of Subject-Matter Teachers (SMTs) who are transitioning to English-Medium Instruction (EMI). Following national policy shifts, medicine lecturers are expected to implement EMI. Therefore, a collaborative training programme was designed to address their needs uncovered during focus group discussions. The programme accentuates psychological, linguistic, and pedagogical needs. While the broader initiative consists of multiple dimensions, this report focuses on the linguistic and pedagogical training delivered to medical lecturers at the Faculty of Medicine at Medea University. It is grounded in a needs assessment through which key challenges are identified: instructional confidence, language proficiency, and classroom communication. For three weeks, the sample doctors engaged in structured sessions where they developed fluency, designed EMI lessons, planned inclusive assessments, and practiced teaching. Post-training survey responses revealed high levels of satisfaction and perceived relevance. The linguistic and pedagogical trainings were preceded by psychological preparation, which forms an EMI support model. This report underscores the complementary role of ESP practitioners –as psychological, linguistic, and pedagogical allies- in accompanying SMTs through their EMI journey.

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