Dear TIRF Board Members and Supporters,
Last weekend, I had the honor of participating in the Global English Language Education China Assembly held in Zhuhai, People’s Republic of China, on July 25-28. The event was organized by China Daily in collaboration with Shanghai International Studies University, Beijing Normal University, and City University of Macau. As the President of TIRF and the Rector of City University of Macau, I had the opportunity to represent both organizations. The assembly attracted over 1,600 attendees from more than 20 countries.
During the assembly, I delivered a closing plenary titled “Reconsidering EMI in the Digital Age.” My presentation explored the evolution of English Medium Instruction (EMI) from English Language Teaching (ELT) to Content-Based Language Teaching/Content-Based Instruction and finally to Content and Language Integrated Learning (CLIL). I discussed the benefits of EMI for students, educators, and communities, as well as the challenges faced in implementing EMI in higher education. Key reasons for the development and sustainability of EMI in higher education include global communication, internationalization, access to resources, and research recognition.
I outlined seven major themes driving the growing global interest in EMI:
- Policies, practices, and pedagogies
- Internationalization
- Ideologies related to decolonization, national interests, and globalization
- CLIL across multiple disciplines
- Perspectives of students and teachers on EMI
- Use of other languages in EMI classrooms, including translanguaging and code-switching
- Specific country contexts, whether unique or regional
I also discussed the potential opportunities for EMI in the age of AI, such as enhanced language support, advanced learning tools, automated assessment, improved content accessibility, and interactive learning experiences. I advocated for a holistic approach to EMI in the AI era, emphasizing effective communication within specific contexts, professional development for educators’ digital competence, tailored resource creation, pedagogical adaptation, balanced skill development through tools like ChatGPT, and measures to ensure equal opportunities for all students through effective group work.
One of the most memorable moments of the conference occurred during the opening session. I was approached by a familiar face, Professor Peng from Shantou University. She recalled that 20 years ago, when I was the Executive Director of the English Language Center at Shantou University, I had inspired her to research “willingness to communicate” after learning about her research interests. Professor Peng is now the Associate Dean at the College of Humanities and Social Sciences, has published numerous papers in this field, and was recently honoured as a high-index author. I was thrilled to reconnect with her and hear about her impressive achievements.
The key takeaway from the conference is the need for TIRF to be more proactive in promoting AI-enhanced English language learning and teaching. I am considering organizing a conference in China focused on how AI can empower ELT and developing a comprehensive research agenda on AI-assisted language learning and teaching. More importantly, we should explore how TIRF, as a leading foundation in the field, can provide guidelines for AI-empowered language learning and teaching. This is a crucial initiative that we should pursue.
Stay tuned to TIRF’s newsletter (click here to subscribe), website, and social media platforms to stay up to date on our developments. As always, I thank you for your continued support!
Warm regards,
Jun Liu, Ph.D.
TIRF President
