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Although the efficacy levels of interdisciplinary teacher collaboration attained at pre-university level are well documented, research in higher education contexts is still scarce. Macaro et al. (2016) earlier reported on a quasi-experimental intervention project conducted in Türkiye with an objective to promote collaboration between nine pairs of English language specialists and content teachers from four universities, and the analyses of the pre- and post-intervention interviews suggested that this sort of collaboration can be highly beneficial. This paper, however, puts the research tool, the Collaborative Planning Tool (CPT), into perspective by describing a learning-centred approach to research design as a way to better understand interdisciplinary teacher collaboration. By re-examining the extant research data (audio-recorded discussions of 72 collaborative planning sessions), this paper presents new findings (clustered under three emerging themes: use of the CPT; interplay between language and content; and the role of feedback in lesson planning), suggesting that the CPT can provide an effective framework for interdisciplinary teacher collaboration in EMI university settings. A discussion of the concept of quality in EMI is also presented. [ABSTRACT FROM AUTHOR]

Although it has grown at an exponential rate globally, English medium instruction's (EMI) conceptually problematic nature steered more confusion than clarity and consensus in the contexts of higher education (HE). In the field literature, the dominant paradigm pertains to descriptive statements rather than definitions and research seemed to reach a saturation point where a new vision is required that of problem solving. By employing a critical stance towards globalisation hence internationalisation and opting for a multilingual perspective, this conceptual paper presents arguments firstly on the concepts that are involved in the definition of EMI and then on EMI teacher training and EMI policy while keeping a focus on learning in EMI HE settings. In so doing, definitions for the concepts of EMI and EMI quality are provided as prospective reference points for HE stakeholders to adhere to during their EMI development practices. Concluding remarks on internationalization as being one of the motivations to implement EMI in HE settings and calls for research on critical EMI and EMI content teacher competencies are also provided. [ABSTRACT FROM AUTHOR]