| Session | Start date and time | End date and time | Aula | Location |
|---|---|---|---|---|
| 1 | 16/06/2026 10:00 | 16/06/2026 10:00 | INTRAS - AULA MULTIUSOS 1 | |
| 2 | 19/06/2026 10:00 | 19/06/2026 14:00 | INTRAS - AULA MULTIUSOS 1 | |
| 3 | 23/06/2026 10:00 | 23/06/2026 14:00 | INTRAS - AULA MULTIUSOS 1 | |
| 4 | 26/06/2026 10:00 | 26/06/2026 14:00 | INTRAS - AULA MULTIUSOS 1 | |
| 5 | 30/06/2026 10:00 | 30/06/2026 14:00 | INTRAS - AULA MULTIUSOS 1 |
1. Professional category, having priority the PDI with a full-time dedication.
2. Balanced distribution by University Centers.
3. Order of entry of applications
- Maruenda Bataller, Sergio
- PDI-Titular d'Universitat
- Montañes Brunet, Elvira
- PDI-Titular d'Universitat
- Coordinador/a Curs
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At the end of the course, participants will be able to:
The course follows and experiential and practice-based approach, grounded in the principles of active learning and reflective teaching within EMI higher education contexts. Each session is structured around a dual format: (1) Seminars (input) – short, interactive input sessions that introduce key concepts related to EMI pedagogy, communication, lesson planning, and assessment. These sessions are discussion-based and encourage participants to connect theory to their own teaching experience; (2) Workshops (output) – hands-on, collaborative workshops in which participants actively apply the seminar content through practical tasks (e.g., flipped teaching activities, micro-teaching and mini-presentations, lesson planning sprints, peer review and feedback, assessment design in realistic EMI scenarios). English is used as the working language throughout the course, not only as a medium of communication but also as an object of pedagogical reflection. Asynchronous online activities complement face-to-face sessions and are used to promote consolidation of learning and post-course reflection.
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- Introduction to English as a Medium of Instruction (EMI) in higher education: challenges, opportunities and classroom implications.
- Communication skills for EMI teaching: oral, non-verbal, and interactional strategies.
- Preparing and delivering presentations and mini-lectures in English for different academic audiences.
- Planning effective EMI teaching: active methodologies, lesson planning and material adaptation.
Assessment in EMI contexts: learning outcomes, tools, self- and peer-evaluation, and constructive feedback.
By the end of this course, participants will have developed the following professional and pedagogical competencies: 1. Ability to reflect critically on EMI teaching practices in higher education, identifying challenges related to language, pedagogy and student engagement. 2. Capacity to plan and implement EMI teaching sequences using active and student-centred methodologies adapted to linguistically diverse university classrooms. 3. Ability to communicate effectively in English in academic teaching contexts, particularly through clear structuring of content, appropriate use of verbal and non-verbal communication, and interactional strategies to support student comprehension and participation. 4. Competence in designing accessible teaching materials and learning activities that take into account students’ linguistic needs without lowering academic standards. 5. Ability to assess learning in EMI contexts, selecting and applying appropriate assessment tools, including self- and peer-assessment, aligned with learning outcomes. 6. Capacity to give, receive and use constructive feedback to improve both student learning and one’s own EMI teaching practice. 7. Reflective competence for continuous professional development in EMI, integrating peer feedback and self-evaluation to inform future teaching decisions.
Assessment follows SFPIE regulations and is based on compulsory attendance and active participation. In addition, participants are required to:
- Prepare and deliver a short presentation or micro-teaching activity in English during the course, supported by peer and lecturer feedback.
- Participate actively in workshops and collaborative tasks.
- Complete a brief reflective activity after the course.
The assessment process is formative in nature and aims to promote reflection on EMI teaching practices and professional development.
