Innovation in Language Learning

This presentation proposes that effective English‑Medium Instruction (EMI) requires a multi‑dimensional professional competence profile and shows how targeted EMI training develops pedagogical skills alongside language ability. Beyond command of English, successful EMI teaching demands pedagogical adaptability, subject‑matter didactics in a lingua franca, intercultural communication, student‑centered assessment literacy, digital pedagogical competence, and collaborative course design. Drawing on teacher competence frameworks and language‑aware pedagogy, we present an integrative competency model developed at ITMO University that situates linguistic skills within a broader professional ecosystem.

First, we review theoretical studies that reconceptualize EMI teacher competence as interrelated domains sensitive to local educational contexts. Second, we introduce ITMO’s empirically grounded EMI competence profile, aligned with institutional goals and values. Third, we present outcomes from a systematic EMI training program for university lecturers, using performance evaluation and reflective data to illustrate how training fosters observable pedagogical change in tandem with language development.

We derive three implications for policy and practice. 1) EMI faculty development should use competency‑based curricula that explicitly target non‑linguistic domains as core learning outcomes. 2) Institutional support—peer observation, co‑teaching, and accessible teaching materials—is critical to sustain transfer from training to classroom practice. 3) EMI readiness assessment must combine linguistic measures with indicators of pedagogical behaviour and reflective evidence.

The model and findings offer a transferable approach for universities implementing EMI and contribute to debates on the professionalization of EMI teaching. Attendees will take away practical training design principles, assessment instruments, and classroom examples demonstrating how EMI professional development can cultivate the full spectrum of competencies required for effective instruction in English.

Key words: EMI, professional development, teacher competence, university, language proficiency