【Article by EMI Resource Center】

To further enhance the quality of English as a Medium of Instruction (EMI), the EMI Resource Center at National Chengchi University (NCCU) held the Mid-Semester EMI Teaching Assistant (TA) Training Workshop on March 31, 2026. The workshop featured Mr. Jye Smallwood, an AIT English Language Fellow and doctoral researcher at the University of Cambridge, as the lead instructor. Through a combination of a special lecture and interactive activities, the session guided teaching assistants in developing a deeper understanding of language proficiency and its application in EMI teaching contexts.

Centered on the theme of Language Proficiency, the workshop began by exploring the concept and implications of being “proficient” in a language, as well as the role language plays in EMI classrooms. At the outset, the speaker posed two questions to participants: “How many of you think you are good at English?” and “How many of you are interested in language?” Participants were invited to respond using yes/no cards, immediately engaging them in the session. This interactive opening encouraged participants to reflect on their own language abilities and learning motivations, while also highlighting that language proficiency is a multifaceted construct encompassing comprehension, expression, and cultural awareness.

The speaker emphasized that language proficiency extends beyond grammar and vocabulary to include pragmatics, cultural understanding, and communication strategies. In EMI contexts, the ability to effectively convey meaning often outweighs the pursuit of linguistic perfection. To further illustrate this point, participants were asked, “What are the different parts of language?” Many groups identified “culture” as a key component, noting that language reflects cultural values. When prompted to elaborate, participants explained that communication styles are shaped by cultural norms—for example, Taiwanese communication tends to be more indirect and influenced by values such as humility.

Building on this discussion, the speaker introduced a situational example: how to express a desire for a visiting friend to leave when one needs to rest. While some participants suggested giving a direct explanation, the speaker pointed out that in cultures where politeness is emphasized, speakers are more likely to use indirect expressions such as “It’s getting late, I’m so tired.” Through such contextualized discussions, participants gained a more concrete understanding of the interplay between language and culture.

The workshop also focused on the relationship between language systems (knowledge) and language skills. Through guided worksheets and reading tasks, the speaker highlighted that language skills—such as listening, speaking, reading, and writing—cannot be developed in isolation but must be grounded in underlying language knowledge, including grammar, phonology, and pragmatics. These concepts were further connected to the framework of receptive and productive skills, as well as the distinction between oracy and literacy, enabling participants to construct a more comprehensive understanding of language proficiency.

At the level of language systems, the session also addressed key concepts in grammar and phonology. Participants explored differences in sentence structure across languages, such as Subject-Verb-Object (SVO) versus Subject-Object-Verb (SOV) patterns, and examined how pronunciation can influence meaning. For instance, the word record was used to demonstrate how stress placement differs between its noun and verb forms, highlighting the importance of phonological awareness.

Consistent with the interactive design of EMI TA training, the workshop incorporated group discussions, real-time feedback, and participant sharing, fostering an engaging and dynamic learning environment. Participants demonstrated enthusiasm and creativity throughout the session, including in a warm-up activity where groups were asked to create their own team names, showcasing flexibility and playfulness in language use. The workshop was well received for its balance of theoretical insights and practical applications.

As a key component of the EMI TA training program, this mid-semester workshop provided participants with structured opportunities to reflect on their language use and instructional strategies, thereby strengthening their capacity to support EMI courses. The EMI Resource Center will continue to offer a series of professional development workshops, culminating in the end-of-semester session, to further consolidate learning outcomes and enhance the overall effectiveness of EMI instruction.