title: Incorporating culture into English as a medium of instruction (EMI) teaching:  An exploration of EMI teachers in Chinese higher education

authors: Zhou, Xi

abstract: The increasing internationalisation of higher education in China has led to the widespread adoption of English as a Medium of Instruction (EMI) across various disciplines. However, the integration of cultural elements into EMI teaching remains underexplored, particularly in the Chinese context. This study investigates the perceptions and practices of EMI instructors in Chinese higher education regarding the incorporation of culture into their teaching. The research aims to address the following questions: (1) In EMI programmes in Chinese higher education, what are the EMI instructors’ understandings of culture? (2) What do they think of the roles of culture in EMI? and (3) To what extent and in what ways are their understandings reflected in their teaching practices?

The study uses a qualitative research design, involving online questionnaires completed by 56 EMI instructors from various disciplines, and in-depth data collection (semi-structured interviews, classroom observations, and stimulated recall interviews) conducted with a subset of 10 instructors. Findings show that teachers view culture as being multifaceted, comprising material (language, artefacts) and nonmaterial (social norms, values, high culture) aspects. They also support different integration strategies: some favour embedding culture through interactive tasks like role-plays and cultural debates in a bid to foster intercultural communicative competence, while others endorse content-based integration on the basis of a lack of time and curriculum pressure. Their practice also mirrors such perceptions to some extent, as competency-oriented instructors actively engage with cultural narratives and guest speakers; however, time pressure demands superficiality, and instructors skirt culture with indirect exposure through textbooks.

The study also suggests some of the difficulties that teachers of EMI face, such as coping with various cultural expectations, linguistic differences, and the necessity of providing a broad curriculum content while incorporating culture in their teaching. Despite these difficulties, teachers apply a number of strategies to incorporate cultural elements, such as role-plays, discussions of cultural festivals, and invitations to cultural experts to provide information. Such activities are aimed at developing intercultural communicative competence and providing students with proper preparation for international interactions.

The findings contribute to the growing body of literature on EMI and cultural integration with practical recommendations for improving EMI practice in China and beyond. The study emphasises the critical need for a variety of professional development activities—beyond usual workshops—to give EMI instructors the capacity to incorporate elements of culture organically into instruction. This research effectively makes the case for an EMI model of change on the basis that by overcoming barriers in the shape of poor training, curricular constraints, and lack of university support, EMI programmes can actually equip students for competitiveness in the new globalising world—not just linguistic competence but also intercultural communicative competence.

text: Incorporating culture into English as a medium of instruction (EMI) teaching:  An exploration of EMI teachers in Chinese higher education The increasing internationalisation of higher education in China has led to the widespread adoption of English as a Medium of Instruction (EMI) across various disciplines. However, the integration of cultural elements into EMI teaching remains underexplored, particularly in the Chinese context. This study investigates the perceptions and practices of EMI instructors in Chinese higher education regarding the incorporation of culture into their teaching. The research aims to address the following questions: (1) In EMI programmes in Chinese higher education, what are the EMI instructors’ understandings of culture? (2) What do they think of the roles of culture in EMI? and (3) To what extent and in what ways are their understandings reflected in their teaching practices?

The study uses a qualitative research design, involving online questionnaires completed by 56 EMI instructors from various disciplines, and in-depth data collection (semi-structured interviews, classroom observations, and stimulated recall interviews) conducted with a subset of 10 instructors. Findings show that teachers view culture as being multifaceted, comprising material (language, artefacts) and nonmaterial (social norms, values, high culture) aspects. They also support different integration strategies: some favour embedding culture through interactive tasks like role-plays and cultural debates in a bid to foster intercultural communicative competence, while others endorse content-based integration on the basis of a lack of time and curriculum pressure. Their practice also mirrors such perceptions to some extent, as competency-oriented instructors actively engage with cultural narratives and guest speakers; however, time pressure demands superficiality, and instructors skirt culture with indirect exposure through textbooks.

The study also suggests some of the difficulties that teachers of EMI face, such as coping with various cultural expectations, linguistic differences, and the necessity of providing a broad curriculum content while incorporating culture in their teaching. Despite these difficulties, teachers apply a number of strategies to incorporate cultural elements, such as role-plays, discussions of cultural festivals, and invitations to cultural experts to provide information. Such activities are aimed at developing intercultural communicative competence and providing students with proper preparation for international interactions.

The findings contribute to the growing body of literature on EMI and cultural integration with practical recommendations for improving EMI practice in China and beyond. The study emphasises the critical need for a variety of professional development activities—beyond usual workshops—to give EMI instructors the capacity to incorporate elements of culture organically into instruction. This research effectively makes the case for an EMI model of change on the basis that by overcoming barriers in the shape of poor training, curricular constraints, and lack of university support, EMI programmes can actually equip students for competitiveness in the new globalising world—not just linguistic competence but also intercultural communicative competence.

year: 2025

title: Deconstructive replication: How to tell if a thought experiment-population pairing is fit for purpose

authors: Weijers, Dan M.

abstract: Thought experiments/scenarios are often rolled out to help answer research questions
The idea is that they tell us what people really think, value, etc. about the research question
But how do we know whether the judgments elicited are really about the research question?
Scenarios might work well for some people but not others.
What we need is a way to assess a scenario-population pairing’s fitness for purpose in relation to a particular research question

text: Deconstructive replication: How to tell if a thought experiment-population pairing is fit for purpose Thought experiments/scenarios are often rolled out to help answer research questions
The idea is that they tell us what people really think, value, etc. about the research question
But how do we know whether the judgments elicited are really about the research question?
Scenarios might work well for some people but not others.
What we need is a way to assess a scenario-population pairing’s fitness for purpose in relation to a particular research question

year: 2017

title: Assessment of effects of proposed treated wastewater discharge to the Te Arikiroa Thermal Channel and Sulphur Bay (Lake Rotorua)

authors: Dada, Ayokunle Christopher

abstract: After 2019, irrigation operations at the Land Treatment System (LTS) in the Whakarewarewa Forest are scheduled to cease. A number of options and locations have been considered for the discharge of the treated wastewater when the current discharge consent ceases. Following consultations and technical assessments, the preferred option of Rotorua Lakes Council is to upgrade the existing plant to a full Membrane Bioreactor Plant with the addition of an Ultraviolet Disinfection System (or alternative treatment to achieve an equivalent performance in terms of treated wastewater quality). Under this arrangement, wastewater would be subjected to biological, chemical and physical treatment processes, and the treated wastewater discharged through Te Arikiroa Thermal Channel to Sulphur Bay. Rotorua Lakes Council is thus undertaking an environmental impact assessment study to determine the effects of discharging treated wastewater to the thermal channel and Puarenga Bay (Lake Rotorua), with particular reference to aesthetic, water quality and ecological considerations. These considerations include potential effects related to faecal indicator bacteria, nutrient concentrations, metals, dissolved oxygen, and taonga species (native species of cultural significance).
The assessment focused on:
(i)	The projected treated wastewater characteristics;

(ii)	Existing conditions of the receiving water;

(iii)	The sensitivity of the receiving water and the impact of the proposed discharge on water quality and taonga species (native species of cultural significance) in Te Arikiroa Thermal Channel and Sulphur Bay.

The main techniques used to inform the assessment in this study were:
1) Analysis of historical water quality data, 2011-2014;
2) Collection of additional water quality data at Te Arikiroa Thermal Channel and Sulphur Bay and along a transect to quantify spatial variability (sampling in 2016 and 2017);
3) Mass balance dilution modelling to predict water quality in the Te Arikiroa Thermal Channel and Sulphur Bay (Lake Rotorua), at a site outside of the assumed mixing zone;
4) Lake ecosystem modelling conducted by Abell et al. (2015) to assess effects related to eutrophication;
5) Background review of biological information and field investigations for taonga species at Sulphur Bay and Te Arikiroa Thermal Channel (2017).

text: Assessment of effects of proposed treated wastewater discharge to the Te Arikiroa Thermal Channel and Sulphur Bay (Lake Rotorua) After 2019, irrigation operations at the Land Treatment System (LTS) in the Whakarewarewa Forest are scheduled to cease. A number of options and locations have been considered for the discharge of the treated wastewater when the current discharge consent ceases. Following consultations and technical assessments, the preferred option of Rotorua Lakes Council is to upgrade the existing plant to a full Membrane Bioreactor Plant with the addition of an Ultraviolet Disinfection System (or alternative treatment to achieve an equivalent performance in terms of treated wastewater quality). Under this arrangement, wastewater would be subjected to biological, chemical and physical treatment processes, and the treated wastewater discharged through Te Arikiroa Thermal Channel to Sulphur Bay. Rotorua Lakes Council is thus undertaking an environmental impact assessment study to determine the effects of discharging treated wastewater to the thermal channel and Puarenga Bay (Lake Rotorua), with particular reference to aesthetic, water quality and ecological considerations. These considerations include potential effects related to faecal indicator bacteria, nutrient concentrations, metals, dissolved oxygen, and taonga species (native species of cultural significance).
The assessment focused on:
(i)	The projected treated wastewater characteristics;

(ii)	Existing conditions of the receiving water;

(iii)	The sensitivity of the receiving water and the impact of the proposed discharge on water quality and taonga species (native species of cultural significance) in Te Arikiroa Thermal Channel and Sulphur Bay.

The main techniques used to inform the assessment in this study were:
1) Analysis of historical water quality data, 2011-2014;
2) Collection of additional water quality data at Te Arikiroa Thermal Channel and Sulphur Bay and along a transect to quantify spatial variability (sampling in 2016 and 2017);
3) Mass balance dilution modelling to predict water quality in the Te Arikiroa Thermal Channel and Sulphur Bay (Lake Rotorua), at a site outside of the assumed mixing zone;
4) Lake ecosystem modelling conducted by Abell et al. (2015) to assess effects related to eutrophication;
5) Background review of biological information and field investigations for taonga species at Sulphur Bay and Te Arikiroa Thermal Channel (2017).

year: 2018