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Chapter 4 Collaboration Between ESP and EMI Teachers Mei-Ling Tsai, PhD Department of Physiology

Email: mltsai@mail.ncku.edu.tw. Chapter 4 Collaboration Between ESP and EMI Teachers Mei-Ling Tsai, PhD Department of Physiology Medical School National Cheng Kung University, Tainan, Taiwan. Global Competence Professional Intercultural English. -L1. -L2. -EFL.

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Chapter 4 Collaboration Between ESP and EMI Teachers Mei-Ling Tsai, PhD Department of Physiology

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  1. Email: mltsai@mail.ncku.edu.tw Chapter 4 Collaboration Between ESP and EMI Teachers Mei-Ling Tsai, PhD Department of Physiology Medical School National Cheng Kung University, Tainan, Taiwan

  2. Global Competence Professional Intercultural English -L1 -L2 -EFL

  3. International Programs in EFL with English-medium Instruction (EMI) Advanced Academic English Skills in a Specific Discipline?

  4. Co-teaching how to write effectively must INTEGRATE and CREATE new values Structure Critical Thinking EMI/ESP integration WRITING SPEAKING Content Discipline Expertise EMI teachers Language ESL Expertise ESP teachers

  5. Innovative practice to harmonize the best practice between ESP and EMI teachers  Work intensity of Discipline-specific Knowledge Work intensity of English skills training Year of Study Freshman EAP Low High Co-teach Innovative ESP Traditional Non-EMI Senior in Undergraduate or Graduate Programs EMI courses High Low Global Competence

  6. Innovative ESP for Adult Learning Co-teaching and small-group learning via interactive Team Work

  7. Why? Team Work

  8. Three must-ask questions for team teachers in innovative ESP courses What to teach? Who to teach? How to teach?

  9. What to teach? Critical Thinking Effective Learning Skills WRITING SPEAKING Content Language

  10. Effective learning skills with critical thinking- for adults

  11. Who to teach? Passion with self-actualization WRITING SPEAKING Content Discipline Expertise EMI teachers Language ESL Expertise ESP teachers

  12. An internal need of self-actualization for self-improvement

  13. How to teach? Instructional Pedagogy for meaningful learning WRITING SPEAKING Content Discipline Expertise EMI teachers Language ESL Expertise ESP teachers

  14. Meaningful Learning Knowledge/Skills-2

  15. Task-based learning Problem-Based Learning Case-Based Learning (ML Tsai) Paper-Based Learning (Paul Saunders) Reflections Prior knowledge Knowledge Skills

  16. Case-based Learning in EMI courses

  17. Case Study-Part 1 Mr. Tang, a 25-year-old salesman comes to our hospital because his armpit temperature increases slightly to about 38 C mostly everyday between the afternoon and the early evening. In the interview, he said that he is not married and has a bisexual preference. Physical examinations show clear consciousness and that the patient is slightly under-weight. Blood pressure is normal. Heart rate, respiration rate, and armpit temperature is higher than normal. Small white patches and ulcers appear on the mucosa in the oral cavity. Multiple lymph nodules on the neck with non-painful responses to palpation are found. Chest X-ray shows interstitial infiltrations in the upper lung.

  18. Innovative ESP Team-teaching and small-group discussion in situated learning environment to improve critical thinking and meaningful learning in ESP

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