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In 2021, Taiwan’s Ministry of Education launched the Bilingual Education for Students in College (BEST) program to build an international academic environment and strengthen students’ global competencies (Ministry of Education, 2021). A key measure was encouraging faculty to pursue professional development (PD) to address the fact that content experts often lack pedagogical skills for English-medium instruction (EMI) (Sánchez-Pérez, 2020). In non-English-speaking contexts, EMI teachers consistently report the need for support in teaching diverse student groups (Greere et al., 2016; Jiang et al., 2019; Park et al., 2022). To meet this demand, Taiwanese universities provide EMI PD through local and international workshops and overseas training programs (Tsui, 2018; Huang et al., 2024). Reviews suggest that EMI PD enhances teachers’ English proficiency, communication, pedagogy, and EMI awareness (Deroey, 2023). Yet, few studies connect training with classroom application. This chapter introduces an instructional design promoted in a PD program at National Cheng Kung University: the Orientation-Delivery-Interaction-Recap (ODIR) lesson structure (Kao & Tsou, 2022). It reports two case studies from engineering and social science EMI courses, showing how structured design and supportive strategies enhanced teaching effectiveness. Although limited in scale, the study links teacher training, course design, and student outcomes.

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Supporting Learning Through EMI Classroom Structuring: Insights from a Professional Development Initiative in Taiwan

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Shin-Mei Kao,
  • Kuang Yen Liu,
  • Ming-Hung Weng,
  • Wenli Tsou

摘要

In 2021, Taiwan’s Ministry of Education launched the Bilingual Education for Students in College (BEST) program to build an international academic environment and strengthen students’ global competencies (Ministry of Education, 2021). A key measure was encouraging faculty to pursue professional development (PD) to address the fact that content experts often lack pedagogical skills for English-medium instruction (EMI) (Sánchez-Pérez, 2020). In non-English-speaking contexts, EMI teachers consistently report the need for support in teaching diverse student groups (Greere et al., 2016; Jiang et al., 2019; Park et al., 2022). To meet this demand, Taiwanese universities provide EMI PD through local and international workshops and overseas training programs (Tsui, 2018; Huang et al., 2024). Reviews suggest that EMI PD enhances teachers’ English proficiency, communication, pedagogy, and EMI awareness (Deroey, 2023). Yet, few studies connect training with classroom application. This chapter introduces an instructional design promoted in a PD program at National Cheng Kung University: the Orientation-Delivery-Interaction-Recap (ODIR) lesson structure (Kao & Tsou, 2022). It reports two case studies from engineering and social science EMI courses, showing how structured design and supportive strategies enhanced teaching effectiveness. Although limited in scale, the study links teacher training, course design, and student outcomes.