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In Argentina, initial English language teacher education (IELTE) programmes are four years long and often prepare teachers for all levels of education. IELTE programmes are usually structured around three broad areas: general pedagogical principles, English linguistics and literature, and language teaching methodology. While the modules included in the second area are implicitly expected to be delivered through the medium of English, the modules in the other two areas are not. Notwithstanding, tutors may decide to deliver modules in such areas in English. This decision has implications at the level of course design and materials. The purpose of this study is to explore EMI materials development at an online IELTE programme in southern Argentina. Drawing on complementary materials development frameworks (e.g. Banegas, 2017) for the integration of content and language learning, in this chapter we are both the researchers and researched to examine our pedagogical decisions and criteria for materials development, assessment on implementing such materials, and our student teachers’ experiences and perceptions of learning through them. Special attention is given to how content learning and language learning are scaffolded in an online environment. Data were collected through reciprocal interviews, questionnaires with student teachers, and content analysis of teaching and learning artefacts during the 2019 academic year. Results show that we employ multimodal resources, adapted texts, and language awareness raising activities for designing and implementing their EMI modules. On the other hand, student teachers exhibit different attitudes, perceptions and ways of engaging with the materials, not always aligned with our aims and beliefs. The chapter includes implications for research and pedagogical suggestions for effective EMI materials development in IELTE programmes. |
