Education continues to primarily focus on educator-directed traditional transactions of pre-determined knowledge and skills not necessarily equally accessible or transformational for all learners (Smith, 2018). In contrast, deeper learning required for transformation requires pedagogies that facilitate contextualised understandings of shared meanings. Optimal transformational learning requires thoughtful development of the self as an educator, deliberate planning of safe learning environments and pedagogical practice that enables critical thinking. A pedagogy of hospitality provides a relational and safe space, but also an intentionally welcoming and critical learning space that holistically nurtures learners. Pohl (1999) identifies that hospitality is not charity but shared humanity as pedagogy; hospitality is a form of justice that facilitates meaningful learning.

Five key outcomes of pedagogy as hospitality are discussed in this chapter: love; formation and transformation; intentional nurture; critical empowerment; and hope and justice.

This introduction sets the scene by exploring the richness of the diversity of learners and critically examines the imperative for educators within the current educational climate to employ pedagogies that transform learning experiences, particularly for those who continue to be marginalised and are increasingly disengaged from education. The aim of the introduction is to lay the foundation for the significance of supporting educators in pedagogical decisions that prioritise and are socially just and responsive to the inclusion of all learners, thereby engaging and empowering learners as active co-designers and self-regulators of respectful, meaningful and impactful learning. In scaffolding educator efficacy, the introduction encourages self-reflective strategies for sustained critique of applying inclusive, responsive, enabling and socially just pedagogical approaches within their educational practice.

Questionnaires have been widely used to tap into fine-grained themes of educational studies (see also Chapters 3, 8, and 11 of the this book). Unfitted use of parametric methods, however, would result in mistakenly interpreting ordinal scales as equal intervals, or difficulties in resolving issues such as missing raw data. Rasch measurement, as one of several item response theoretic models, is strongly suggested for application prior to the conduction of parametric statistical tests (Boone, Staver, & Yale, 2014).

This chapter starts with introducing basic facts about Rasch modelling, and discusses three study cases that applied Rasch modeling for scale development and validation.

In addition, this chapter features a step-by-step analysis procedure for data collected from a questionnaire, which is administered among 102 undergraduate students enrolled in a university located in Shanghai, China. All of the students have registered for at least one course instructed in English, which is related to their major area of study. The questionnaire was adapted from the Japanese English Medium of Instruction Attitude Scale (JEMIAS) (Curle, 2018). Multi-facet Rasch Measurement (MFRM) analysis was conducted to investigate the possible influence of students’ academic major on their attitude toward EMI, as well as the functioning of individual items on the scale. Analysis results show that students’ disciplinary background has limited influence on their attitudes. Items demonstrating different logit scales, however, provide practical implications for designing EMI courses in Chinese higher education institutions.

English Medium Instruction (EMI) researchers have called for studies that extend our understanding of EMI classroom discourse and the role of language in EMI in general (Dalton-Puffer & Smit, 2013; McKinley & Rose, 2022; Macaro, 2019). Corpus-based analytical frameworks are well-suited to analyze large amounts of naturally occurring language data and thus to provide reliable and verifiable findings about situationally defined language use such as language use in EMI contexts (see also Chapter 9, Author, this volume).

The primary goal of this chapter is to introduce the principles and practices of carrying out an additive multi-dimensional (MD) analysis (Biber, 1988; Berber Sardina et al., 2019) affording an empirically driven comprehensive linguistic analysis of variation in a register that could be applied to an EMI context. Our case study showcases the methodology using 500,000 words of text from the Singapore EMI corpus (SEMIC). Relying on the results of the MD analysis, this chapter also demonstrates how to identify text types via cluster analysis, which could provide additional information about classroom discourse. It will demonstrate show how these advanced quantitative analytical frameworks can be applied to analyze EMI classroom discourse. The chapter will also highlight practical aspects of MD analysis.

Educational settings are becoming increasingly diverse including culture, gender, ability and religious beliefs. Yet, a mono-cultural approach to teaching that prioritises some learners while excluding others continues to be adopted (Morrison et al., 2019). Building on past education declarations, the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) has a strong focus on equity and social justice with goal 1 calling for ‘The Australian education system [to] promote[s] excellence and equity’. Building on this, goal 2 seeks to develop ‘confident and creative individuals; successful lifelong learners; active and informed members of the community’. If we are to meet these goals, educators need to recognise and embrace the lifeworlds of all learners and use these as platforms from which new learning can build; something that is at the heart of culturally responsive pedagogies (CRP). This chapter argues that educational approaches founded on pedagogies that draw on learner’s lifeworlds, lived experiences and funds of knowledge (Zipin, 2009), foster enhanced educational engagement, achievement and wellbeing.

This chapter elaborates on ways of carrying out a comprehensive review based on searching the research literature systematically in the context of English Medium Instruction (EMI). Teaching content subjects in English is now a growing phenomenon around the world. Many researchers, teacher educators and teachers want to read and understand the latest findings of studies on EMI. A systematic review, which ‘systematically’ locates all relevant studies, evaluates these studies’ findings and synthesizes the findings that have implications for teaching and learning in EMI, can provide numerous benefits to researchers and writers. First, it draws readers’ attention to different findings about the same issues in the literature, such as the use of native languages (L1) in EMI classrooms, translanguaging pedagogy (i.e. refer to a pedagogical process of utilizing more than one language in a classroom) and learning in EMI. It can also indicate whether a consensus exists on effective ways of teaching and learning in EMI classrooms. A well-structured systematic review in which writers follow existing review protocols reduces the potential bias inherent in synthesizing research. For example, some of the standard procedures that are agreed on in the research community (e.g., PRISMA guidelines) include review teams having diversified research expertise, inter-rater reliability checking, rigorous screening procedures, data extraction, and assessment of the quality of studies. These procedures can largely eliminate bias and offer the EMI research community authoritative information about gaps in the research that need to be filled. By examining the evidence in the research, they can highlight conflicting views on the same teaching issues in the context of EMI. In this chapter, we use a case study that explores the teaching and learning issues encountered by teachers and students in EMI science classrooms, introducing different approaches to carrying out research reviews, particularly reviews that use quantitative approaches, such as systematic quantitative reviews and meta-analyses. We outline the key steps when conducting a systematic review: (1) formulating the topic; (2) locating and screening the literature; (3) evaluating the data; (4) extracting the data and assessing the study quality; (5) analyzing the data; (6) interpreting the results; (7) presenting the results; and (8) writing up the review. The implications and limitations of writing a systematic review in the EMI context are discussed.

Early childhood education as a field has heavily relied on theories from developmental psychology since the 19th century to inform pedagogy and practice. The use of developmental theories has been significant in assisting the field to raise its professional status, however, an over-reliance on these theories alone has contributed to marginalising children with rich cultural, linguistic and religious diversities. This chapter will focus on exploring co-constructed pedagogies as creating inclusivity in early childhood education (birth to age 8). In particular, co-constructed pedagogies engage children, educators/teachers, families and community in dialogue to inform curriculum and practices that reflect diverse learning communities. It is argued that co-constructed pedagogies are not only important in early childhood education but also offer insights that can support inclusivity in primary and secondary education.

This chapter will examine how a transdisciplinary approach to curriculum design provides a context for the development of intercultural awareness, fosters conceptual understanding and places the learner at the heart of the educational experience. A theoretical basis for transdisciplinary learning will first be presented. This will be followed by an analysis of the nature of the individual in the learning process and how this relates to the development of a global mindset. The chapter will conclude by offering practical considerations for the planning, teaching and assessing of learning through a transdisciplinary approach.

This chapter discusses how questionnaire-based research can be implemented in the English Medium Instruction (EMI) contexts. It presents an empirical study which that examined Chinese EMI university students’ attitudes and motivation (i.e., integrative and instrumental orientations) toward learning content subject knowledge in English. An EMI scale adapted from Gardner’s (2004) Attitude/Motivation Test Battery (AMTB), which takes the format of Likert-point scale as explained in Chapter 3 of the this book, was validated and administered to 541 EMI students from three Chinese universities. The validity and reliability of the scale were measured, the correlations of the three dimensions (i.e., attitudes, integrative orientation, and instrumental motivation) were tested, and the role of demographic variables (i.e., gender, level of study, disciplinary background) in EMI attitudes and motivation were explored. The research findings suggest the validity and reliability of the scale, the positive correlations among the three dimensions, and the different degrees of EMI attitudes and motivation between male and female students and between soft science and hard science students. The researchers argue that questionnaire-based research is appropriate for the EMI contexts, but its effectiveness can be enhanced if the mixed methods design is adopted.