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This book addresses heated issues in Integrated Content and
Language in Higher Education (ICLHE) teacher training with specific
emphasis on case studies that will contribute to inform future
ICLHE teacher training research and practice. One of the most
significant phenomena concerning language in higher education in
modern time has been the rise of content subjects taught in an
additional language, English being the chosen language in most of
the cases. The implementation and teaching of Integrated Content
and Language in Higher Education (ICLHE) or English as Medium of
Instruction (EMI) is a multifaceted, dynamic process that cannot be
considered in isolation. Indeed, there are a multitude of
interrelated factors that pivot on situating the learner in the
centre of the learning process and which directly shape ICLHE
teacher training. This is why training lecturers to teach learners
in an additional language in Higher Education has been considered a
challenge for the profession as numerous publications demonstrate.
This book brings together the innovative work of different
researchers around the world on how universities, researchers and
practitioners are facing and developing Integrating Content and
Language in Higher Education (ICHLE) teacher training. All in all,
the different contributions reflect different issues that play a
fundamental role in the design of effective ICLHE professional
development and provide data and reflections that will hopefully
contribute to inform future ICLHE teacher training programmes.
Teacher Professional Development for the Integration of Content and
Language in Higher Education will be an important resource for
academics, researchers, and advanced students of Education and
Teacher Training Research and Practice. The chapters included in
this book were originally published as a special issue of
Innovation in Language Learning and Teaching.
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