TEAC Handbook

EMI HANDBOOK THIS DOCUMENT CONTAINS EMI TEACHER TRAINING MATERIALS FROM THE TAEC PROJECT. THE PROJECT IS CO-FUNDED BY THE ERASMUS+ PROGRAMME OF THE EUROPEAN UNION.

The TAEC project has been co-funded by the Erasmus+ programme of the European Union. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible

Table of Contents Table of Contents.................................................................................................................. 2 Introduction ........................................................................................................................... 5 1. Teachi

2.4. Interaction................................................................................................................. 53 2.4.1. About questions and answers ............................................................................ 53 2.4.2. About co-constructing knowledge: Scaffolding

3.4.3. Selecting examples and case studies............................................................... 104 3.4.4. Designing activities .......................................................................................... 104 3.4.5. Evaluation and assessment ..................................

Introduction This Handbook is the result of a European collaboration, supported by the EU Commission within the frame of the Erasmus+ Program in the period 2017-2020. TRANSNATIONAL ALIGNMENT OF ENGLISH COMPETENCES OF ACADEMIC STAFF (TAEC) is a project based on a transnational partnership of profess

for some sections of the second part of Language Use in the EMI Classroom that focus on improving language, the handbook is intended for all EMI lecturers, regardless of whether English is their mother tongue or not. The goal is that via self-reflection and analysis, lecturers will be able to make i

cover each part in different orders. For example, they may want to focus only on teaching considerations in the EMI classroom because they would like to consider how to adjust their teaching approaches considering different classroom factors, or their classroom has become increasingly international

1. Teaching Considerations in the EMI Context 1.1. Introduction: What is EMI? Beyond policy and administrative constructs, we have different conceptualizations or expectations of what English medium of instruction (EMI) means for the classroom. Here are three common conceptualizations. Change of l

REFLECTION POINT What does EMI mean in your context? Why? What does teaching style mean for you? How do you define it? 1.1.2. What is the focus of this part? Talking about teaching considerations, one term that may come to mind is pedagogy. Pedagogy can be defined as theory and practice of teachi

Linguistic pedagogy. The linguistic aspects of pedagogy for classroom teaching comprise how you use your language competencies to guide the learner and facilitate learning. These competencies include: how you choose words and how you express yourself, given a particular situation (pragmatics) (see

Disciplinary competence as a learning outcome. Disciplinary competence is usually the most essential learning outcome of any content-based course at university level. If you teach medicine, your aim is that students learn medicine. EMI may be implemented so that students gain access to the disciplin

REFLECTION POINT Which learning outcomes are included in your course/study program? Why? Are all outcomes included in your course/study program addressed? How do you/will you use language(s) to support these learning outcomes? 1.2.2. Student population Your student population could consist solel

English proficiency. Knowledge of the level of English proficiency that students bring to the EMI classroom is central both for teaching to any explicit or implicit language learning outcomes and for providing support for English as a language of learning the content. At some universities, there are

REFLECTION POINT Do you share the same mother tongue with your students? How does this affect classroom dynamics? What are the specific language requirements for admission at your university regarding EMI courses? Which is the English level you think necessary to follow your EMI course? How can y

them. In some cases, elective EMI courses attract students already motivated to study their foreign language or those who have stronger English language proficiency. On the other hand, mandated EMI may result in a more heterogeneous student population with regard to motivation and proficiency. Purp

cognitive contexts and that which is used for more academic purposes. Indeed, as you are aware from your own abilities in English, particularly for your professional performance, your language skills are not always equal. Many students note that they feel much more proficient regarding their passive

your teaching based on these considerations. Naturally, many of the points we include here may overlap with your current teaching practices in your mother tongue. However, given all the considerations mentioned above, you should be even more attentive to certain aspects of teaching in EMI. Experienc

Course design in your mother tongue is a time-consuming process. Preparing for teaching, designing your syllabus, and creating course materials in a foreign language takes even more time. Here follows a list of recommendations that can help you: Address new or additional disciplinary content learni

Include both national/domestic and international cases and examples to support global understanding. Explain local references that non-local students may not understand. Provide comparative examples stemming from different contexts. Pair international and local students to work collaboratively on

The second reason is implicit knowledge regarding what is expected from students during and after the different activities and how they may be evaluated. This implicit knowledge often comes from students educational culture (see Section 3.2., What is Culture?) and their previous education experience

may happen during teaching. To avoid misunderstanding, you can also use a number of compensatory strategies. TIPS If you think you have difficulties with pronunciation, try not to speak fast. If you speak slower, the students will have more time to process the language. Check the pronunciation of

TIPS Avoid using idiomatic language. Pre-teach subject-specific vocabulary and technical terms. You can emphasize them by using definitions and explanations. Provide pre-reading or pre-listening questions to help develop schema and focus on key points support for orally presented information (e.

1.4.3. Teaching in your first language (L1) and teaching in English (L2): Similarities and differences As a teacher, you have probably had success and difficulties teaching classes in your first language (L1) and in a second language (L2), in this case English, and have used different didactic activ

L1 Eng L1 Eng Activity EngeEng L1 Activity Explain material without oversimplification Illustrate abstract concepts with examples Relate new concepts to students experiences Address student language proficiency Foster learning Resolve difficulties (e.g. group work) Reduce course content U

REFLECTION POINT Are there any didactic activities that you checked for both L1 and L2? What do you think the reason is? Are there activities missing from the list that you would add? Which didactic activities would you like to introduce in the EMI classroom? Has anything struck you as new or su

Case studies: Teaching considerations In this section, you will be introduced to a teacher in a particular context followed by some reflection questions for you to think about. Case Study One Roberto teaches courses in management in the EMI Masters business programme at an Italian university. The cl

Case Study Three Mariana is a lecturer of Medieval Art in both Spanish medium and English medium courses at a Spanish university. She teaches a group of about 40 students. Regardless of the language of instruction, she tries to cover one specific topic per session and includes pictures and multimedi

Case Study Five Mara is a teaching assistant for a business course at a Croatian university. Although she is not keen on participating in EMI because she feels her English skills are not adequate, she has no choice but to take part because the lead course instructor has decided to offer the course i

Self-assessment related to pedagogy These can-do statements describe specific competencies and didactic activities EMI teachers are likely to perform in the classroom. You can use these statements to analyse what you think you can do and identify the areas with which you might need support. Check of

I can use different ways to present and illustrate new vocabulary. I can structure a coherent lesson to facilitate student learning. I can break complex material into manageable chunks. I can develop schema to facilitate comprehension. I can design slides and visuals in English. I can create a

2. Language Use in the EMI Classroom 2.1. Introduction As in any teaching situation, teaching in an EMI context requires you to use clear, coherent language to interact with students effectively. Whether or not you already feel confident about your oral proficiency for teaching or lecturing, you ma

REFLECTION POINT The following descriptors relate to the minimum proficiency required for teaching in EMI. Check whether your oral skills match these minimum requirements: Fluency: speech is produced smoothly and with a natural speech rate. Accuracy: pronunciation may display L1 features, but is g

Interaction. As students are not passive listeners, this section explains how to maintain interaction by asking and answering questions, providing feedback, and creating a good learning environment. Engaging. This section discusses what language strategies and tools help conduct lessons that are dy

patterns at your disposal, and your choices will depend both on your personal preferences, and the topic you are tackling. Sometimes, it will make sense to present a list or a classification, and at other times, a chronological overview or a process structure will lend itself better to the topic in

Stating your purpose. Regardless of which teaching style you prefer, when preparing a lecture, it is crucial to bear in mind its desired objective. What should the students know after the lecture? What should the students be able to do? This would need to be clearly communicated to them. Our goal i

Well now briefly refer to the key points. Before I stop, Id like to recap/sum up/go over/run through the main points, which were... As we wrap up, let me briefly summarize the main issues. First, I covered..., then we talked about... and finally we looked at... I think we can conclude that... Today

2.2.3. The core of the lecture The central part of the lecture is when we deal with the actual content. We present the main points, support them with examples, and walk the students through the steps of argumentation, while weaving in how different aspects relate to one another and to the bigger pic

In the previous part of todays lecture, weve covered... So, this gives us context for... What I am trying to say is... So far, Ive presented... Moving from one point to another. Marking topic changes helps maintain the students attention and makes it easier for them to follow the lecture. Here are

I would like to draw your attention to... It should be underlined /emphasized that... This brings us to our major question... The point to understand is... This is exactly what/why... Providing examples. Our aim is to help students understand the concepts we present and their interrelationships. Ex

Id like to digress here for a moment and look at/consider... If youll allow me to stray for a moment, ... You might be interested to know... To get back to the point... Getting back/returning to what we were discussing earlier... REFLECTION POINT Do you use any of the transition phrases mentioned i

COMMUNICATION REPAIR: Situations may occur in which you do not fully comprehend what your students are asking, or they do not seem to understand something you said. Here are some phrases to handle communication breakdowns: If I understood correctly, you would like to know... Let me check if I unde

2.3. Cohesion REFLECTION POINT Put it simply, cohesion is what allows speakers to organize and connect ideas to create a sense of unity and coherence in discourse. Based on this definition, what do you think can make a stretch of discourse cohesive? Are there any differences in the way ideas are j

REFLECTION POINT Read this extract from a lecture in Renaissance to Modern Art History (taken from the Michigan Corpus of Academic Spoken English (MICASE), (MICASE, n.d.) , transcript ID: LEL320JU143). Underline the words that in your opinion contribute to the cohesion of this stretch of discourse.

In this extract, the pronoun it refers back to muscle and that refers to the idea of cutting the peripheral nerves going to a muscle. By using these two grammar words, the utterances are connected, word repetition is avoided, and the whole passage is easier to process. However, you should make sure

cultures may work in different ways. You should be aware that some students may have specific expectations about political correctness. Instead of using he, you can opt for more inclusive forms, such as he or she or they. Make sure that you use these inclusive forms also in your written materials (e

You may want to opt for uses of synonyms instead of lexical repetition, because you may consider lexical repetition a sign of unrefined style. You should keep in mind, however, that although both help maintain coherence, they have different roles in teaching. Repetition helps emphasize important par

important academic or discipline-specific metalanguage to talk about phenomena in appropriate ways. To summarize, the language tools you use to achieve lexical cohesion (repetition, synonyms, general words, co-occurring words) may have different roles in your lecture, so you should consciously cons

REFLECTION POINT In university lectures, there is a much greater use of but than however, and than in addition and so than therefore. For instance, in a large database of spoken university language, called the Michigan Corpus of Academic Spoken English (MICASE), the ratio of cohesive but to however

[...] up until the late seventies, most nursing stations had at least one nurse midwife and the policy at that time was that low risk women however they defined low risk (at) at this time and this place low risk women were delivered by nurse midwives, at the nursing station. and it was only high-ris

REFLECTION POINT The table below (taken from BASE) shows the frequency of some of the main additive, adversative and causal conjuncts in four broad disciplinary areas. What differences do you notice across disciplines? Do you think these data reflect typical uses in your field? Social Arts and P

2.3.5. Parallelism Parallelism is the repetition of phrases, words, or sounds elements in consecutive utterances. For example, in the extract below, the lecturer reiterates people thought he in each statement, thus relating one clause to another and showing that they belong together. This usage of p

there was a recognition that there was there were differences that were important differences that couldn't be whitewashed and that black communities in Britain would not take an active participatory role in British life unless those differences were acknowledged in some sort of positive way Extract

utterances. Longer-term advice is to familiarize yourself with and consolidate the use of common syntactic patterns in academic speech. 2.4. Interaction REFLECTION POINT How many questions do you tend to ask during the class? What kind of questions do you ask: rhetorical (you do know the answer) o

REFLECTION POINT Consider the following scenario: A course in theories of communication in the Audio-visual Communication and Journalism degree at a Catalan university is offered both in English and Catalan. The twenty students in the course have intermediate to high intermediate proficiency in Engl

hypothetical scenarios. It can be used to check whether students understood the explanations provided (e.g., So, how would you apply Uses and Gratifications to find out why young Catalan people no longer go to the cinema?). People may need time to answer questions for a variety of reasons (e.g., th

Lecturer: why do you think the main character wears black clothes? Student 1: because its a beautiful colour Lecturer: ehm well not really, come on someone else? Student 2: well, its the colour of darkness Lecturer: alright, were getting closer. it is connected to darkness. what is related

2.5.1. Spicing up strategies: From raising attention to engaging your listeners Lectures are exceptionally rich in content with varying degrees of complexity and abstractness. Most lecturers use spicing up strategies to maintain or increase students attention levels, to make content delivery and rec

contextualise the origin of such figurative references so that the students who are not familiar with the local language and culture can fully grasp them. REFLECTION POINT Consider the following situation in which the use of an idiomatic expression by the EMI lecturer is likely to be unsuccessful.

If you want to include humour when you teach an EMI course, there are some points you should remember. First, although language proficiency may be important to use the right words and deliver the punch line effectively, the difficulty of telling jokes cross-culturally is that jokes often require imp

2.6.1. Why bother about accurate pronunciation? Many lecturers feel that they are good communicators, but they are insecure about their pronunciation. Psychological reasons may generate lecturers reluctance to teach in a language other than their own mother tongue, although their competence may be v

Finally, you may wonder which language model is best. There are many native, non-native and foreign accents of English, which you have probably heard in your stays abroad in Anglophone and non-Anglophone countries. Your accent may be modelled on British, American or international norms, setting the

language, you may also pause when you try to remember the word you want to use or to think about the order of the words in the sentence. Another reason for pausing is when you try to quickly translate something you want to say from your mother tongue to English. Sometimes you also pause before you a

content of the speech. Moreover, if the students are not used to your accent, the fast delivery may affect their comprehension. If you tend to speed up, especially when you get excited about the topic or you are nervous, you need to remind yourself to slow down. For example, you can add a reminder t

When you are speaking, your utterances should be dynamic and melodic, so that you can manage to engage your students and hold their attention and you sound interesting and not boring. Speech melody, or intonation, can thus be useful when you want to emphasize important parts, show certain attitude i

pronunciation of separate words. At the end of the handbook (see Additional Resources), you will find references to online resources and books that you can use to check phonetic transcriptions of words and hear their pronunciation. 2.6.5. Accuracy As far as accuracy is concerned, the CEFR defines t

improvisation is necessary in classroom interaction. Although this spontaneous interaction may seem difficult at the beginning, you will feel more comfortable with it over time. A glossary of course keywords is recommended (see below Section 2.6.8., Key words and the creation of a course glossary) a

the rhythmic progression of speech (alternation between strong and weak syllables) 2.6.6. Weak syllables Read out loud the following extract, taken from a mathematics lecture: I could not resist to quote Einstein because Einstein discovered the relationship between matter and energy, and this is t

[rɪˈleɪʃənʃɪp] but if you have problems with the phonetic symbols you can listen to its audiorecording. Another example of the weakening of an unstressed syllable is the word va-ri-ATION in which the suffix -ation is stressed only on the first element but not on the second; in other words you do no

REFLECTION POINT Try and find a general rule that will help you with the pronunciation of the suffix -ate in the following words: operate v., hesitate v., fortunate adj., delicate, adj. Try and find a general rule for the pronunciation of the suffix -agious, -ation, -ee, -ician in the following w

be needed, such as a merger is the process of combining two companies or organizations to form a bigger one, and further synonyms like union, alliance, fusion, amalgamation, joining together, takeover etc. But are you sure that you can pronounce all the terms correctly? You can check the pronunciati

REFLECTION POINT Identify some of the key terms of your course subject, phrase their definitions, rephrase definitions in other words, elaborating on synonyms, collocations and typical usage patterns, much in the same way as we did for merger. 2.6.9. Variation in standard pronunciations Because the

and by stress on the first (Direct) by 22%. The words director, directory, direction, directive, directory and so on present such variation too. Another difference can be found in words ending in -ate. Despite the general rule of the -ate ending, which should be pronounced [ət] in nouns, the word T

Case studies: Language use in EMI In this section you will be introduced to a teacher in a particular context followed by some reflection questions for you to think about. Case Study One An Italian lecturer of Italian Private Law gave this comment on the use of examples during her classes: I use mor

Case Study Two Below is the transcript of the first lecture of Italian Private law in an intensive 42 hours module, which was delivered in classes lasting up to four hours on the same day. Good morning everybody, my name is Maria and I will be your teacher for the next 42 hours in this Italian Priva

Self-assessment related to language These can-do statements describe specific competencies EMI teachers are likely to perform in the classroom. You can use these statements to analyse what you think you can do and identify the areas with which you might need support. Check off a specific can-do stat

3. Intercultural Communication in EMI 3.1. Introduction Intercultural communication (ICC) is frequently taken for granted and an often-overlooked aspect of EMI teaching. Whether your university has mandated a switch to English, or it is specific to your course, both you and your university may be m

teaching in an EMI context), you might also want to consider the intercultural communication implications of encountering a variety of cultures, backgrounds, and communication styles among your student cohort. Furthermore, you may wonder what kind of intercultural competencies you, as an EMI teacher

Mental Programming SPECIFIC TO INDIVIDUAL SPECIFIC TO GROUP OR CATEGORY UNIVERSAL PERSONALITY INHERITED AND LEARNED CULTURE HUMAN NATURE LEARNED INHERITED Source: Hofstede, Cultures and Organizations: Software of the Mind, 2005 Figure 1. What is culture? In Figure 2, you will see the cul

Indulgence vs. Restraint Long Term vs. Short Term Power Distance Collectivism vs. Individualism Cultural Dimensions Theory Masculinity vs. Femininity Uncertainty Avoidance Figure 2. Hofstedes Cultural Dimensions 3.2.1. Cultural differences in the EMI classroom The term face-threatening is use

REFLECTION POINT How is your way of teaching in the EMI classroom influenced by your previous experiences? How diverse is your EMI classroom in terms of students academic backgrounds and experiences? How does student diversity affect learning, classroom dynamics and your teaching? How would you

Figure 4. Low to High Context Cultures You should first be aware of your own cultural background and take time to identify your own preferred communication style so that you can adapt according to the requirements of your students. However, identifying the type of communication and interaction most

Table 3. The Lewis Model: Dimensions of Behaviour Please note that the tables and frameworks used in this handbook are intended as a guide to help you better understand your students. It is essential, however, to avoid stereotyping and pigeonholing students into categories based on presumption. 3.2

Communication Tone of Voice 38% NonVerbal 55% Spoken Tone of Voice Non-Verbal 7% Figure 5. Communication is not only verbal Depending on your student population (see Section 1.2.2., Student Population), your students may all have a similar communication style (e.g., in a homogeneous university w

Fast messages include: use of manners (i.e., how you communicate with a person in face-to-face interactions; focus on intonation; style and pace of spoken language; physical aspects such as proximity between interlocutors, hand gestures and facial expressions) television and radio, headlines and p

concerns, questions, or feedback effectively to the other party. As a teacher, being more precise and direct, while still being polite and sensitive, will help students keep better track of their progress. Direct Indirect Explicit / verbal Implicit / non-verbal Details verbalised Details impli

Monochronic People Polychronic People Tend to do one thing at a time Do several things at the same time Are not easily distracted Are susceptible to distractions Commit to work Commit to relationships Place importance on deadlines Place less importance on deadlines Stick to plans Change p

engage with student diversity. Figure 6 depicts Bennetts (1993) Development Model of Intercultural Sensitivity (DMIS) with six stages of increasing cultural sensitivity. By analysing and identifying how you react to a particular situation, you may be able to recognise at which stage of cultural sens

REFLECTION POINT Look at the picture above (retrieved from www.unsplash.com) and answer the following questions a. Describe what you see in the picture What do you see in the picture? Consider only objective and observable facts. Do not interpret what they are doing or make value judgements. b. Inte

3.2.4. Generalisations and stereotyping Please note that the tables and frameworks used in this handbook are intended as a guide to help you better understand your students. It is essential, however, to avoid stereotyping and pigeonholing students into categories based on presumption or previous exp

familiar with these terms and dimensions, please return to Section 3.1., Introduction which provides you with the required background knowledge. REFLECTION POINT What should your students know about your classroom environment and course tasks that is not explicitly stated in the syllabus? To what e

you can analyse and capitalise on the similarities and differences between international and domestic students, promote cultural appreciation and understanding, develop teaching strategies to prevent misunderstanding and miscommunication, and foster learning in the multilingual classroom. Successful

The effective intercultural facilitator has the ability to: communicate clearly to speakers from different linguacultural backgrounds in the program facilitate multicultural groups (including taking turns, participation, use of silence) code shift from one communication style to another paraphra

REFLECTION POINT At a university that uses a task-based or problem-based learning system of education, a teacher noted that non-western students or non-European students may be inadvertently disadvantaged by the use of this system as it caters more to a Western style of learning and interaction. Thi

through phrases such as It sounds to me that.... and In other words, you are saying that.... Nonverbal echoing means paying attention to the attitudinal tone that underlies verbal restatement, making sure that the desire to avoid misunderstanding is conveyed clearly to the receiver with the appropri

3.3.4. Communication and learner motivation When teaching a culturally diverse group, you may find it more difficult to arouse your students attention and engage your listeners. One of the reasons for this may be varying language levels, where some students find it more difficult to keep up. As a st

3.3.5. Answering student questions and providing feedback In order for a student to progress in the learning process, they may ask questions and solicit feedback. How the information is solicited and how you reply typically depends on the setting. For example, there will be high verbal interaction i

Creating an environment in which all students feel comfortable to ask questions and soliciting feedback Being aware of the ways in which a student may ask a question or solicit feedback and when they may wish to do so Determining on what aspect of the students work they want feedback Identifying

3.4. Applying ICC to the EMI Classroom When students come to university, they often have different expectations of their experience at that university. Furthermore, they bring a wide and varied range of prior knowledge and different attitudes towards autonomy of learning. Determining how best to mee

TIPS Ensure that you are familiar with your own communication style. Think about how students who use a different communication style might perceive it. Think about how you perceive the communication styles of others. Give students a friendly welcome to your class and some background information a

3.4.1. Strategies to make the curriculum more ICC cognizant While you understandably will not want to drop the standards of your course to aim at those with the least background knowledge, you can differentiate your materials so that they appeal to a wider audience and activate a varied schema while

If your class is dominated by students with the same background, after showing the map, you could then show a graph such as the one below. to highlight these students responsibility to be inclusive of the students with other backgrounds. Another option is to spend time on ice-breaker activities dur

TIPS Where applicable, you could focus on international themes rather than those specific to your local environment. Where possible, give students an opportunity to get to know each other. Use non facethreatening icebreaker activities in the first class. Implement a buddy system where students ca

course to provide a better global perspective? How can you develop assignments and tasks that are more diverse and inclusive? Leask (2009) notes four areas that teachers should consider in curriculum design: Addressing the structural issues of the curriculum such as the intercultural learning outco

3.4.3. Selecting examples and case studies Exemplifying is a very effective way of making theoretical concepts and explanations more relatable (see also Section 2.2.3., The core of the lecture), but finding the right examples is not always easy. When including examples in an EMI curriculum you shoul

expertise so that group members can appreciate what each student adds to the group. Here are some other suggestions: Design activities that promote a critical comparison of two or more diverse settings. Restate and paraphrase your explanation of activities to ensure full comprehension. Make sure a

misinterpreting the students intentions. Therefore, in order to minimise communication breakdown from the start, it is a good idea to communicate details of assignments or exam requirements in multiple communication methods. For example, you could provide both written and verbal explanations. Try to

Case studies in ICC In this section you will be introduced to a teacher in a particular context followed by some reflection questions for you to think about. Case Study One Maastricht University uses the problem-based learning (PBL) system of education. One teacher there noted that non-western stude

Case Study Three One teacher reflects that language barriers can negatively impact communication if students and teachers cannot express themselves as they would in their native language. This can lead to misunderstandings in various situations, which affect learning, assessment, and feedback. Messa

Case Study Five I am not sure that I would like to teach international students anymore. Some students simply do not have an adequate level of English for the course. When they come in during consultations times, I try to help with this and explain everything one more time, but I feel this is too mu

Self-assessment related to ICC These can-do statements describe specific competencies EMI teachers are likely to perform in the classroom. You can use these statements to analyse what you think you can do and identify the areas with which you might need support. Check off a specific can-do statement

I can understand different types of English e.g. English spoken by Chinese, Spanish, etc. I can anticipate, at least in part, the potential challenges a student may face in a culturally new learning environment. I can analyse my teaching in terms of international students. I can critically examin

References Aerden, A. (2017). European Consortium for Accreditation Higher Education ECA Occasional Paper. Retrieved from http://ecahe.eu/assets/uploads/2013/11/CeQuint-The-Guideto-Quality-in-Internationalisation-edition-2017-1.pdf British Academic Spoken English (BASE). (n.d.). Retrieved fro

Deardorff, D. K. (2017). The big picture of intercultural competence assessment. In Deardorff, D. K. & L. A. Arasaratnam-Smith (Eds.), Intercultural Competence in Higher Education (pp. 124-133). Routledge. Flowerdew, J. (2013). Discourse in English Language Education [Ch. 3, Cohesion, pp. 33-58]. Ab

MICASE corpus.(n.d.). Retrieved from www.hti.umich.edu/m/micase/ Paige, R. M. (1993). On the nature of intercultural experiences and intercultural education. Education for the intercultural experience, 2, 1-19. Richter, K. (2019). English-Medium Instruction and Pronunciation Exposure and Skills Deve

Additional Resources American Psychlogical Association. (2018). Using humor in the college classroom: The pros and the cons. Retrieved from https://www.apa.org/ed/precollege/ptn/2018/02/humor-college-classroom.aspx Bennett, J.M. (2014). The Developmental Model of Intercultural Sensitivity. Retr

List of Contributors in Alphabetical Order Bendazzoli, Claudio University of Turin Crielesi, Sarah Maastricht University Dimova, Slobodanka University of Copenhagen Drljača Margić, Branka University of Rijeka Irun, Montse University of Lleida Kling, Joyce University of Copenhagen Larsen