Reflections on EMI Pedagogy and Professional Development
Insights from Training at Queen’s University Belfast
Wen-Hsiang Su
Department of Applied English, Shih Chien University
whsu@g2.usc.edu.tw

Introduction
The integration of English as a Medium of Instruction (EMI) into higher education has become a central pedagogical trend in non-English-speaking contexts. EMI seeks not only to deliver disciplinary content through English but also to cultivate students’ intercultural competence and global perspectives. Taiwan, in response to its 2030 Bilingual Nation Policy, has actively promoted EMI across institutions of higher learning. This paper reflects on my professional development experience at Queen’s University Belfast (QUB) in Northern Ireland, situating it within broader discussions of EMI pedagogy, teacher training, and institutional internationalization.
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Institutional Context
Queen’s University Belfast, one of the ten oldest research universities in the United Kingdom, offers a robust environment for higher education pedagogy. The training took place at the Graduate School, School of Arts, English and Languages, where EMI pedagogical principles were explored through a combination of lectures, interactive workshops, and experiential learning.
Northern Ireland itself provides a unique sociocultural context. Although often conflated with the Republic of Ireland, Northern Ireland remains part of the United Kingdom, yet shares significant historical, linguistic, and cultural affinities with its southern neighbor. This dual identity underscores the importance of intercultural sensitivity, a theme resonant with EMI pedagogy.
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EMI and Pedagogical Philosophy
My engagement with EMI predates this program, having participated in multiple workshops since its introduction in Taiwan. The pedagogical rationale of EMI—shifting from teacher-centered transmission to student-centered participation—resonates with my teaching philosophy. Students are re-positioned not as passive recipients but as active co-constructors of knowledge.
The QUB program drew upon the Postgraduate Certificate in Higher Education Teaching (PGCHET) framework, which shares strong parallels with Taiwan’s emerging EMI initiatives. This congruence allowed for a comparative understanding of EMI practices, highlighting both transferable strategies and context-specific adaptations.
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Structure of the Program
The training was delivered by two instructors: Dr. Joe Alan and Dr. Ted Ho (何承恩). Their sessions emphasized the following components:
1.    Classroom-based instruction – Examination of UK higher education quality assurance frameworks and their pedagogical implications for EMI.
2.    On-site learning – Field-based sessions such as the Botanic Garden and River Walk, which illustrated how outdoor contexts can expand the scope of learning beyond the classroom.
3.    Micro-teaching and peer evaluation – Participants conducted short teaching demonstrations, observed by peers, followed by structured feedback. This reflective practice underscored the iterative nature of pedagogical improvement.
4.    Certificate ceremony and dissemination – The program concluded with formal recognition of participants, reinforcing the institutional value placed on EMI professional development.
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Reflections and Implications
Several key insights emerged:
•    Pedagogical transformation: EMI requires a fundamental shift in classroom dynamics, privileging interaction, scaffolding, and multimodal input.
•    Intercultural awareness: Teaching in English within non-native contexts demands heightened sensitivity to learners’ linguistic repertoires and cultural backgrounds.
•    Professional growth: The structured nature of the program provided not only technical tools but also a reflective space to reconsider one’s identity as a bilingual educator.
•    Institutional advancement: The training contributes directly to Shih Chien University’s internationalization agenda, equipping faculty with competencies that align with global standards.
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Conclusion
Participation in the EMI training at Queen’s University Belfast has significantly broadened my pedagogical repertoire and deepened my understanding of EMI as both a teaching methodology and a cultural practice. By incorporating the principles of student-centered engagement, experiential learning, and reflective teaching, EMI can serve as a catalyst for both institutional reform and student transformation.
Future efforts at Shih Chien University should focus on sustained action-research, collaborative professional development, and localized adaptation of EMI frameworks. Through such endeavors, Taiwanese higher education can forge a distinctive model of bilingual instruction—one that integrates global perspectives with local educational needs.