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Examining English Medium Instruction (EMI) through a corpus-based
approach, this volume offers a critical inquiry into the use of
different linguistic and pedagogical strategies in the EMI
classroom. It explores aspects of content lecturers’ language
use, pedagogy, and intercultural communicative competence by
drawing on the findings obtained from EMI lecture corpus analysis
and post-observation interviews with EMI lecturers from five
universities in Croatia, Denmark, Italy, the Netherlands, and
Spain. The book also offers insights into lecturers’ engagement
with students in English, which is their second language, as well
as their perception of differences between EMI and L1MI. Finally,
the volume provides readers with corpus-based analysis of
teachers’ oral ability profiles, as a basis for the
identification of communicational challenges and provision of
language support. The book will be of interest to scholars
interested in EMI in higher education, and postgraduate students in
applied linguistics and TESOL programs. It will also be relevant to
teachers who are involved in EMI provision, teacher trainers who
design support programs for EMI teachers, and policymakers who
establish language-in-education policies for EMI.
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