IScP Framework Empowering EAP Teachers as EMI Faculty Developers: Discourse Analysis

Abstract

When universities adopt English as the language of instruction, the challenges that follow are not only about whether instructors and students speak the language fluently. Equally important are the ways teachers approach their pedagogy, the support they receive from their institutions, and the professional development opportunities available to them. This paper looks at how English for Academic Purposes (EAP) instructors can be prepared to take on a new role, not just as language teachers, but as EMI faculty developers. Using a framework based on Inclusive Student-Centred Pedagogies (IScP), the study discusses how these professionals use their background in academic literacy and subject-specific communication to support colleagues through collaborative practices like peer observation, syllabus redesign, and co-planning of lessons. The research draws on a focus group of EAP instructors who joined an IScP programme, analysing their reflections through both thematic and discourse analysis. The results show that these instructors promoted a more balanced and student-oriented vision of EMI, one that moves past language concerns alone. They emphasized inclusive and participatory teaching strategies that help students from different backgrounds feel supported and capable of succeeding.