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7 - EMI Teachers’ Discourses and the Configuration of Their Identities in Two Colombian Universities

from Part II - Identity and Educational Justice

Published online by Cambridge University Press:  31 January 2025

By
Mario Molina-Naar  and
Isabel Tejada-Sánchez
Edited by
Seyyed-Abdolhamid Mirhosseini  and
Peter I. De Costa
Seyyed-Abdolhamid Mirhosseini
Affiliation:
University of Hong Kong
Peter I. De Costa
Affiliation:
Michigan State University
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Summary

This study examines English Medium Instruction (EMI) teacher identities in two Colombian universities within the context of the country's linguistic diversity and sociopolitical shifts. It highlights the educational preference for English over indigenous languages and the contentious introduction of EMI and Content and Language Integrated Learning (CLIL). The research focuses on the identity (re)configurations of EMI educators within this evolving landscape, influenced by both personal and broader sociopolitical factors. Utilizing a qualitative approach, the study examines seven professors across disciplines to capture their experiences with EMI. The findings underscore the complexity of EMI teacher identity (EMITI), which intersects language, discipline, context, and pedagogy. The ROAD-MAPPING framework facilitates an exploration of these identities, highlighting the critical role of teacher agency in EMI settings. The research illuminates how EMI teachers navigate their roles amid global and local pressures, disciplinary demands, and the linguistic aspects of EMI. This study enriches the understanding of language policy, teacher identity, and educational practices in multilingual higher education contexts.

Keywords

English Medium Instructionteacher identityROAD-MAPPING frameworkagencyacademic disciplinespedagogical practices
Type
Chapter
Information
Critical English Medium Instruction in Higher Education , pp. 107 - 125
Publisher: Cambridge University Press
Print publication year: 2025

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