Abstract
This presentation will briefly introduce research conducted into learner perceptions of EMI (Guarda forthcoming), focussing on what learners see as the difference between content learning through English and their native language. The paper will then focus specifically on one English-Taught Programme (ETP) at the University of Padova, a bachelor’s degree in Psychological Science. Adopting a mixed-methods approach, the authors will attempt to shed light on the following research questions:
1. After two years of EMI, do students notice an improvement in their productive skills in English?
2. Do students value the inclusion of form-focussed language activities as a part of their ETP?
The authors will then address the role of language specialists in helping students to become more autonomous in acquiring academic language skills. The paper will conclude by reflecting on how discussion between language and content specialists can foster both learning and inclusion in the multilingual and multicultural classroom.