Prof. Jack C. Richards

Prof. Jack C. Richards

(Virtual Keynote Speech)
University of Sydney in Australia
Professor Jack C. Richards (Ph.D, Université Laval, Quebec) has had an active career in the Asia Pacific region and has held chair professoral positions at the University of Hawaii, City University of Hong Kong, and the University of Auckland. He is currently an honorary professor in the faculty of education at the University of Sydney. He has also had a long association with the Regional Language Centre in Singapore. He has written over 150 books and articles on language teaching as well as many widely used classroom texts. His recent publications include articles on language teacher identity and English Medium Instruction. Jack Richards also has active interests in music and the arts and supports scholarships for young musicians and emerging artists. He has been awarded an honorary doctorate of literature by Victoria University, Wellington, for his services to education and the arts and also received the Award for Patronage from the Arts Foundation of New Zealand. The International TESOL organization honored Jack Richards as one of the 50 TESOL specialists worldwide to have made a significant impact on language teaching in the last 50 years. Website: www.professorjackrichards.com
Keynote Title: Teaching Academic Content in a Second Language: Teacher Challenges with English-Medium Instruction

Keynote Abstract

The use of English as a medium of instruction (EMI) has a long tradition in post-colonial contexts, the Nordic countries, as well as in Turkey and the Gulf States. In recent years, EMI has also been introduced in many other parts of the world, including Spain, Italy, Russia, Japan, and China. EMI refers to an approach to teaching disciplinary content in contexts where academic subjects—particularly at the tertiary level—have traditionally been taught in students’ mother tongue or dominant language, but are now delivered by content specialists through the medium of English. The adoption of EMI is based on the assumption that it facilitates the successful learning of both academic content and English. However, the implementation of EMI raises several important issues, including the nature of academic literacy, the role of English in mediating disciplinary knowledge, and the impact of EMI on both content teachers and learners. These issues will be explored, and insights will be presented into how EMI teachers adapt their pedagogical practices to meet the demands of EMI.

© 2025 Dhofar University. All rights reserved.