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The growth in academic subjects taught through English, in non‐Anglophone countries (English medium instruction, EMI) has been matched by growth in research into its desirability. Research has also indicated that EMI teachers need professional development (PD) to teach effectively. Although PD programmes are available, there is no consensus as to the competencies needed of an EMI teacher, nor of their certification. Our international survey explored teacher perspectives on proposed competencies in relation to the language challenges faced by EMI students and whether teachers believe certification is desirable. Teachers were keen to obtain certification at an international level thereby providing an aspect of programme quality assurance. However, they saw obstacles to obtaining competences beyond merely a threshold level of their own general language proficiency.
Macaro et al. (Tue,) studied this question.