Innovation in Language Learning

A shift from the more traditional concept of internationalization to the education export models in higher education is driving fresh interest into English-Medium Instruction training programs for university lecturers. EMI trainers face the challenge of designing their courses for participants with diverse pedagogical and linguistic backgrounds. This presentation explores ITMO University’s experience in designing and implementing tailored EMI training programs that address the needs of different lecturer profiles. Recognizing that a one-size approach is ineffective, ITMO develops flexible training modules catering to participants with varying levels of pedagogical training (from experienced educators to those with no formal teaching background) and English proficiency. As successful EMI implementation relies both on language and teaching skills, the core objective of EMI training programs is not language improvement only, but enhancing pedagogical competencies for EMI context as well. For lecturers with strong English but limited teaching experience, training emphasizes active learning strategies, student engagement techniques, and assessment design. Conversely, those with pedagogical expertise but lower language proficiency receive targeted linguistic support alongside discipline-specific methodology training. Effective customization extends beyond the content and adapts diverse delivery modes: face-to-face or online classes, blended formats, workshops and lectures, peer feedback session and micro-teaching simulations – different formats ensure better engagement of participants. Key outcomes of EMI training should include improved lecturer confidence, higher student satisfaction, and more effective EMI course delivery. This presentation will provide ideas for institutions seeking to implement flexible EMI professional development models.