TY - JOUR
T1 - Scaffolding as a Pedagogical Strategy in a Course Delivered Using English as a Medium of Instruction (EMI)
AU - Umekita , Katia Mayumi
JO - Innovative Teaching and Learning 
VL - 1
SP - 83
EP - 106
PY - 2025
DA - 2025/07
SN - 7
DO - http://doi.org/10.4208/itl.20250108
UR - https://global-sci.org/intro/article_detail/itl/24228.html
KW - internationalization, English as a medium of instruction (EMI), socio-cultural theory of cognitive development, pedagogical strategies, scaffolding.
AB - <p style="text-align: justify;">Internationalization has motivated tertiary educational institutions to open their doors to
global students and instructors. This movement has led to the adoption of the English language as a lingua franca among many distinct nationalities on the same campus. Consequently, the number of programs using English as a Medium of Instruction (EMI) in their
classrooms has steadily grown, raising pedagogical issues associated with dealing with an
academic community with diverse characteristics. Accordingly, the goal of this project is
to identify and understand how teachers and students deal with the challenge of teaching
and learning via EMI, specifically with regard to two issues: the different levels of English
language proficiency in the classroom, and any distinct cultural features among participants
that might hinder communication during a lesson. Some pedagogical scaffolding strategies
such as the use of students’ L1, checking comprehension, co-construction of knowledge are
identified. To better understand these pedagogical scaffolding strategies in a program using
EMI, I present a case study of a postgraduate group and its instructor.</p>