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As English gains prominence as the language of higher education
across the world, many institutions and lecturers are becoming
increasingly concerned with the implications of this trend for the
quality of university teaching and learning. With an innovative
approach in both theme and scope, this book addresses four major
competencies that are essential to ensure the effectiveness of
English-medium higher education: creativity, critical thinking,
autonomy and motivation. It offers an integrated perspective, both
theoretical and practical, which defines these competences from
different angles within ELT and Applied Linguistics, while also
exploring their points of contact and applications to classroom
routines. This approach is intended to provide practical guidance
and inspiration, in the form of pedagogical proposals, examples of
teaching practice and cutting-edge research by scholars and
university teachers from all over the world. To that end, a leading
specialist in the field introduces each of the four competencies,
explaining concepts accessibly and synthetically, exposing false
myths, presenting an updated state of the art, and opening windows
for future studies. These introductions are followed by
practitioner chapters written by teachers and scholars from
different cultures and university contexts, who reflect on their
experience and/or research and share effective procedures and
suggestions for the university class with English as a vehicle for
instruction.
As English gains prominence as the language of higher education
across the world, many institutions and lecturers are becoming
increasingly concerned with the implications of this trend for the
quality of university teaching and learning. With an innovative
approach in both theme and scope, this book addresses four major
competencies that are essential to ensure the effectiveness of
English-medium higher education: creativity, critical thinking,
autonomy and motivation. It offers an integrated perspective, both
theoretical and practical, which defines these competences from
different angles within ELT and Applied Linguistics, while also
exploring their points of contact and applications to classroom
routines. This approach is intended to provide practical guidance
and inspiration, in the form of pedagogical proposals, examples of
teaching practice and cutting-edge research by scholars and
university teachers from all over the world. To that end, a leading
specialist in the field introduces each of the four competencies,
explaining concepts accessibly and synthetically, exposing false
myths, presenting an updated state of the art, and opening windows
for future studies. These introductions are followed by
practitioner chapters written by teachers and scholars from
different cultures and university contexts, who reflect on their
experience and/or research and share effective procedures and
suggestions for the university class with English as a vehicle for
instruction.
Stance and Voice in Written Academic Genres brings together a range
of perspectives on two of the most important and contested concepts
in applied linguistics: stance and voice. International experts
provide an accessible, yet authoritative introduction to key issues
and debates surrounding these terms.
This book provides practical help and guidance for non-native
English-speaking higher education lecturers faced with the need to
deliver lectures and seminars in English. It builds on the authors'
years of experience as researchers and teacher trainers in the area
of English Medium Instruction (EMI), combining practical advice and
research findings with useful case studies from different global
settings, including Australia, China, Hong Kong, Slovakia, Spain,
the UK and the USA, and a range of subject areas, such as
philosophy, mathematics and genetics. The authors present an
overview of what generally happens when university teachers make
the transition to teaching in English. After dispelling some common
myths and setting out priorities, Ruth Breeze and Carmen Sancho
Guinda move on to explain how practitioners can prepare to give
lectures and interact with both local and international students
effectively in English, tackling difficult issues, such as
encouraging participation, promoting creativity and critical
thinking, and evaluating written student work. The final chapters
address good practices in EMI, proposing ways to achieve excellence
in global settings.
Stance and Voice in Written Academic Genres brings together a range
of perspectives on two of the most important and contested concepts
in applied linguistics: stance and voice. International experts
provide an accessible, yet authoritative introduction to key issues
and debates surrounding these terms.
This book provides practical help and guidance for non-native
English-speaking higher education lecturers faced with the need to
deliver lectures and seminars in English. It builds on the authors'
years of experience as researchers and teacher trainers in the area
of English Medium Instruction (EMI), combining practical advice and
research findings with useful case studies from different global
settings, including Australia, China, Hong Kong, Slovakia, Spain,
the UK and the USA, and a range of subject areas, such as
philosophy, mathematics and genetics. The authors present an
overview of what generally happens when university teachers make
the transition to teaching in English. After dispelling some common
myths and setting out priorities, Ruth Breeze and Carmen Sancho
Guinda move on to explain how practitioners can prepare to give
lectures and interact with both local and international students
effectively in English, tackling difficult issues, such as
encouraging participation, promoting creativity and critical
thinking, and evaluating written student work. The final chapters
address good practices in EMI, proposing ways to achieve excellence
in global settings.
Few concepts in Discourse Studies are so versatile and intricate
and have been so frequently contested as interpersonality. This
construct offers ample terrain for new research, since it can be
viewed using a range of diverse theoretical frameworks, employing a
variety of analytical tools and social perspectives. Studies on the
relationship between writer/reader and speaker/audience in the
legal field are still scarce, dispersed, and limited to a narrow
range of genres and a restricted notion of interpersonality, since
they are most often confined to modality and the Gricean
cooperative principles. This volume is meant to help bridge this
gap. Its chapters show the realisation and distribution of
interpersonal features in specific legal genres. The aim is to
achieve an expansion of the concept of interpersonality, which
besides modality, Grice's maxims and other traditionally
interpersonal features, might comprise or relate to ideational and
textual issues like narrative disclosure, typography, rhetorical
variation, or Plain English, among others.
This book received the Enrique Alcaraz Research Award in 2015.
Through Narrative Theory, the book offers an engaging panorama of
the construction of specialised discourses and practices within
academia and diverse professional communities. Its chapters
investigate genres from various fields, such as aircraft accident
reports, clinical cases and other scientific observations, academic
conferences, academic blogs, climate-change reports, university
decision-making in public meetings, patients' oral and written
accounts of illness, corporate annual reports, journalistic
obituaries, university websites, narratives of facts in legal
cases, narrative processes in arbitration hearings, briefs, and
witness examination accounts. In addition to exploring narration in
this wide range of contexts, the volume uses narrative as a
powerful tool to gain a methodological insight into professional
and academic accounts, and thus it contributes to research into
theoretical issues. Under the lens of Narratology, Discourse and
Genre Analysis, fresh research windows are opened on the study of
academic and professional interactions.
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