English-medium instruction (EMI) refers to the use of English as a medium of higher education in non-English-speaking countries. Its main weaknesses are a lack of language preparation for prospective EMI teachers and teachers’ insufficient language proficiency. At the University of Rijeka, Croatia, however, there is a language preparation programme that includes three modules: Speaking, Writing and Microteaching followed by (self-)reflection.
Our aim is to critically analyse the programme with a particular focus on teachers’ satisfaction and their learning from the experience gained there. The qualitative and quantitative data were obtained from teachers’ evaluations of the programme and their reflections on their own and their peers’ microteaching. The sample comprised four cohorts of programme participants (n = 80). The findings show that the teachers are extremely satisfied with the programme and appreciate the opportunity to practise language skills in simulated classroom situations, microteach, get and give feedback, and critically reflect on their own teaching. They notice a decrease in their language command as they move from lecturing to discussion with their peers. Microteaching thus raises their awareness that high language proficiency is crucial for effective engagement in EMI and that spontaneity and automaticity in the language are important to be able to react on the spot.
Drawing on the findings, we advocate the adoption of an explicit language policy that would stipulate teacher language testing and the implementation of language preparatory programmes to reduce teacher anxiety, help them save face, boost their motivation and ensure quality of instruction.

Authors:
Branka Drljača Margić, University of Rijeka, Croatia

About the Presenter(s)
Professor Branka Drljača Margić is a University Assistant Professor/Lecturer at Faculty of Humanities and Social Sciences, University of Rijeka in Croatia

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