Review Article
The Influence of Jack C. Richards on My Personal Journey from EFL to EMI: A Narrative Exploration
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Jack C. Richards (2021) suggests that language teacher identities are shaped by their past experiences, teacher education and language proficiency. His recent publications in English Medium Instruction (EMI) (Richards & Pun, 2022a; 2022b) inspired reflection on my multiple teacher identities. In this paper, I offer a narration of past experiences as a language learner and a non-native English-speaking teacher. As part of this narration, I reflect on the shift from being an English as a Foreign Language teacher (EFL) to being an English as a Medium of Instruction (EMI) teacher. While making this shift from EFL to EMI, I was searching for the meaning of what it means to be a “good language teacher” (Barkhuizen & Mendieta, 2020, p. 1). I propose that the transition was a natural evolution to respond to the global EMI trend. Richards’ work not only provided a systematic examination of the emergence of global EMI programs, but it continues to have a profound impact on my dual roles as language and content specialist.
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Keywords
English-Medium Instruction (EMI); English as a Foreign Language (EFL); Reflection; EMI Pedagogy; Teacher Identity; Narrative
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Conflict of Interests
No, there are no conflicting interests.
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This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. You may view a copy of Creative Commons Attribution 4.0 International License here: http://creativecommons.org/licenses/by/4.0/