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English Medium Instruction in Multilingual and Multicultural
Universities analyses the issues related to EMI at both a local and
international level and provides a broad perspective on this topic.
Drawing on field studies from a Northern European context and based
primarily on research carried out at the University of Copenhagen,
this book: introduces a topical global issue that is central to the
higher education research agenda; identifies the issues and
challenges involved in EMI in relation to central linguistic,
pedagogical, sociolinguistic and socio-cultural concepts; captures
university lecturers' experiences in the midst of curricular change
and presents reflections on ways to navigate professionally in
English to meet the demands of the multilingual and multicultural
classroom. English Medium Instruction in Multilingual and
Multicultural Universities is key reading for researchers, pre- and
in-service teachers, university management, educational planners,
and advanced students with an interest in EMI and the multilingual,
multicultural university setting.
English Medium Instruction in Multilingual and Multicultural
Universities analyses the issues related to EMI at both a local and
international level and provides a broad perspective on this topic.
Drawing on field studies from a Northern European context and based
primarily on research carried out at the University of Copenhagen,
this book: introduces a topical global issue that is central to the
higher education research agenda; identifies the issues and
challenges involved in EMI in relation to central linguistic,
pedagogical, sociolinguistic and socio-cultural concepts; captures
university lecturers' experiences in the midst of curricular change
and presents reflections on ways to navigate professionally in
English to meet the demands of the multilingual and multicultural
classroom. English Medium Instruction in Multilingual and
Multicultural Universities is key reading for researchers, pre- and
in-service teachers, university management, educational planners,
and advanced students with an interest in EMI and the multilingual,
multicultural university setting.
This book honours a Danish linguist central to the field of foreign
language pedagogy in her country and is arranged in four sections
that reflect her interests. The structure of the book is intended
to reflect Kirsten Haastrup's research interests and her
involvement in pedagogical issues and language policy. It has been
divided into four sections: research methods and perspectives,
vocabulary acquisition research, pedagogical issues and language
policy.
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