Understanding Teacher Readiness
Teacher readiness for English as a Medium of Instruction (EMI) extends beyond English language proficiency. It is a multidimensional capacity that integrates linguistic competence, pedagogical knowledge, intercultural awareness, and emotional adaptability. Assessing this readiness is crucial, as the success of EMI initiatives depends on teachers’ ability to manage both content learning and language development in diverse and multilingual classrooms.
In many Asian higher education contexts, where EMI is often adopted as part of broader internationalization agendas, teachers face the dual challenge of meeting institutional expectations while responding to students’ varied English proficiency levels. As such, readiness assessment should be evidence-based, context-sensitive, and development-oriented rather than punitive or evaluative.
The assessment of EMI teacher readiness is frequently understood through the “3C model”, which includes competence, confidence, and commitment. He and Zhou (2024) emphasize that teachers’ ability to employ language-sensitive pedagogical strategies is critical for supporting successful content learning in EMI settings. Similarly, perceptions from both students and teachers suggest that EMI can enhance students’ self-confidence in using English, reinforcing the value of strengthening these teaching competencies (Ernawati et al., 2021).
Moreover, research on pre-service teachers indicates generally positive attitudes toward EMI teaching roles, highlighting strong levels of self-perceived competence and professional commitment (Arista et al., 2022). These findings underscore that enhancing EMI teacher readiness requires not only linguistic development, but also sustained professional learning that nurtures reflective practice and confidence.
Collectively, studies confirm that a comprehensive approach to EMI teacher readiness—one that addresses competence, confidence, and commitment—is essential for ensuring effective EMI instruction and fostering equitable learning experiences across multilingual educational environments.
Core Components of Readiness Assessment
Effective readiness assessment for teachers in English as a Medium of Instruction (EMI) relies on understanding three interconnected dimensions: competence, confidence, and commitment. These form what is commonly referred to as the 3C model, providing a holistic framework for evaluating whether teachers are prepared to teach effectively in English-medium academic environments.
1. Competence
Competence refers to the knowledge and skills required to teach academic content through English. This includes linguistic proficiency, instructional strategies suited for multilingual classrooms, and the ability to scaffold complex subject matter for students with diverse language abilities. Competence is not limited to grammar or vocabulary; it also involves discourse skills such as explaining concepts clearly, guiding discussions, checking comprehension, and responding effectively to students’ questions.
2. Confidence
Confidence reflects a teacher’s belief in their ability to use English effectively for instructional purposes. Even teachers who possess strong language and pedagogical skills may experience reduced performance if they lack confidence. Confidence influences classroom presence, willingness to try new methods, and resilience when communication challenges occur. Building confidence requires supportive professional environments, constructive feedback, and opportunities for guided, gradual practice.
3. Commitment
Commitment refers to a teacher’s motivation and dedication to continuously improve their EMI teaching practices. It is reflected in a willingness to participate in professional development, engage in self-reflection, and adapt instructional strategies to meet evolving student needs. Commitment ensures that training leads to sustained, meaningful growth rather than short-term change.
4. Dynamic Interaction of the 3C Model
The 3C model emphasizes that these dimensions are dynamically interconnected. High competence without confidence may result in hesitation or reduced classroom effectiveness, while strong confidence without adequate competence may lead to oversimplification or ineffective instruction. Commitment serves as the driving force that encourages teachers to refine their skills, enhance their confidence, and evolve their professional practices over time.
Therefore, assessing EMI readiness requires a balanced and integrated evaluation of competence, confidence, and commitment, rather than focusing on linguistic proficiency alone.
Assessment Frameworks and Instruments
An effective English as a Medium of Instruction (EMI) competency framework must integrate key attributes such as professional competence, ongoing professional development, and institutional support. The professionalization of EMI teachers is central to this framework. Establishing clearly defined competencies, along with meaningful certification processes, can enhance overall teaching quality and strengthen EMI program implementation (Sun, 2023).
A robust and context-responsive support system is also essential, particularly in non-Anglophone settings, where English is not the primary language of communication. Uehara and Kojima (2021) emphasize that language competence encompasses not only linguistic accuracy but also broader communicative, cultural, and pedagogical skills required for effective EMI instruction.
Additionally, the dynamic between native (NS) and non-native (NNS) English-speaking teachers influences perceptions of instructional effectiveness, highlighting the need to recognize diverse linguistic backgrounds in EMI competency assessment (Xu & Xiao, 2023). These perceptions reinforce the importance of equitable and context-sensitive approaches to evaluating teacher competence.
Effective training initiatives further support EMI teacher development. Programs evaluated through frameworks such as the Kirkpatrick training evaluation model demonstrate that structured professional development enhances instructors’ confidence, strengthens pedagogical strategies, and promotes sustained learner-centered instruction (Zhao et al., 2023).
To ensure this growth is continuous and measurable, a balanced assessment system for EMI teacher competence may include:
- Self-evaluation: Checklists and reflective planning tools enabling teachers to identify strengths and areas for development.
- Peer observation: Structured feedback from colleagues focused on clarity, interaction, and classroom language practices.
- Student feedback: Surveys that capture learners’ perceptions of instructional clarity, supportiveness, and inclusivity.
- Professional portfolios: Collections of lesson plans, classroom recordings, and reflective analyses to document and evidence teaching growth.
Collectively, these elements illustrate that a comprehensive EMI competency framework requires integrated attention to professional expertise, continuous development, and strong institutional support mechanisms to ensure high-quality, inclusive, and context-sensitive EMI teaching practices.
Developing Readiness Through Continuous Learning
Assessment should be framed as an ongoing developmental process. Teachers evolve through cycles of training, practice, and reflection. Institutions can encourage this growth by:
- Offering tailored EMI training modules based on diagnostic results.
- Establishing mentoring pairs between experienced and novice EMI lecturers.
- Providing access to online communities of practice for resource sharing.
- Recognizing and rewarding improvement through certificates or micro-credentials.
Ultimately, readiness assessment should inspire teachers to embrace EMI as a path toward professional growth and global engagement, rather than as a compliance requirement.