The goal of this study was to explore English
instructors’ application of accommodation strategies under
English-Mediated Instruction (EMI) in English as a lingua
franca context of higher education in Taiwan. English
instructors’ verbal discourses with regard to various types
of strategies during instruction were documented and
examined. The presented results were triangulated in terms
of quantitative and qualitative analyses. Data were gathered
from a university in southern Taiwan, which included
approximately 627 min of audio-recordings of five courses
by five non-native teachers in its IMBA program. The
collected data were analyzed through the use of frequency,
pragmatic functions, display of lexicon and syntax, and the
most common clusters. Corpora and interviews were chosen
to be the primary analytic tools. Six effective accommodation
strategies were identified via quantitative
analysis, including introducing, defining, listing, eliciting,
giving examples, and emphasizing. The selection of the
accommodation strategies was influenced by the following
situations: (1) level of content difficulty, (2) students’
language proficiency, (3) student feedback, and (4) finding
appropriate language. Finally, top-ten language clusters
frequently produced by the EMI instructors were found to
serve the purposes of eliciting and defining concepts.
Possible pedagogical implications are also discussed in the
last section.

EB00000002118K

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• Accommodation Strategies Employed by Non-native English-Mediated Instruction (EMI) Teachers