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This collection brings together insights from research and
scholars' practical experience on the role of language and language
use in teacher practices at the university level in EMI contexts,
offering global perspectives across diverse educational settings.
The volume considers the language-related practices, processes and
ways of thinking implemented in EMI contexts as teachers and
students co-construct meaning through interaction while also
situating these observations within the wider educational policies
of institutions, societal norms and contextual pedagogies. The book
highlights both the diversity and commonalities of the challenges
and opportunities in enhancing student experience in different EMI
contexts, drawing on international perspectives spanning South
America, Europe and Asia. In so doing, the volume offers a
comprehensive portrait of the current realities of the EMI
experience at the university level, empowering stakeholders to
critically reflect upon and adapt their classroom strategies to
their own realities and chart new directions for research in the
field. The book will be of particular interest to scholars
interested in issues in English-medium instruction, applied
linguistics, language policy and language education, as well as
those currently teaching in EMI contexts.
This collection brings together insights from research and
scholars' practical experience on the role of language and language
use in teacher practices at the university level in EMI contexts,
offering global perspectives across diverse educational settings.
The volume considers the language-related practices, processes and
ways of thinking implemented in EMI contexts as teachers and
students co-construct meaning through interaction while also
situating these observations within the wider educational policies
of institutions, societal norms and contextual pedagogies. The book
highlights both the diversity and commonalities of the challenges
and opportunities in enhancing student experience in different EMI
contexts, drawing on international perspectives spanning South
America, Europe and Asia. In so doing, the volume offers a
comprehensive portrait of the current realities of the EMI
experience at the university level, empowering stakeholders to
critically reflect upon and adapt their classroom strategies to
their own realities and chart new directions for research in the
field. The book will be of particular interest to scholars
interested in issues in English-medium instruction, applied
linguistics, language policy and language education, as well as
those currently teaching in EMI contexts.
This book provides critical insights into the English-medium
instruction (EMI) experiences which have been implemented at a
number of universities in countries such as China, Finland, Israel,
the Netherlands, South Africa, Spain and the USA, which are
characterised by differing political, cultural and sociolinguistic
situations. In particular, it reflects on the consequences of
implementing EMI as an attempt to gain visibility and as a strategy
in response to the need to become competitive in both national and
international markets. The pitfalls and challenges specific to each
setting are analysed, and the pedagogical issues and methodological
implications that arise from the implementation of these programmes
are also discussed. This volume will serve to advance our awareness
about the strategies and tools needed to improve EMI at tertiary
level.
Motivation is a key aspect of second language learning. There is no
doubt that abstract models are basic to gain theoretical insights
into motivation; however, teachers and researchers demand
comprehensible explanations for motivation that can help them to
improve their everyday teaching and research. The aim of this book
is to provide both theoretical insights and practical suggestions
to improve motivation in the classroom. With this in mind, the book
is divided into two sections: the first part includes innovative
ideas regarding language learning motivation, whereas the second is
focused on the relationship between different approaches to foreign
language learning - such as EFL (English as a foreign language),
CLIL (Content and Language Integrated Learning) or immersion - and
motivation. Both sections have an emphasis on pedagogical
implications that are rooted in both theoretical and empirical
work.
This Element focuses on English-Medium instruction (EMI), an
educational approach that is spreading widely and rapidly in higher
education institutions throughout the world because it is regarded
as a lynchpin of the internationalisation process. The main aim of
the Element is to provide critical insights into EMI implementation
and the results obtained so far in diverse university contexts.
After defining EMI and analysing the rapid extension it has
experienced, the volume tackles issues such as stakeholders' views
on how EMI programmes are being implemented, the impact of teaching
and learning both content and language in a foreign language,
translanguaging practices in English-medium lectures, and how
assessment has hitherto been addressed. Each section aims to bring
to light new avenues for research. The Element wraps up with a
description of the many challenges ahead.
This volume clearly documenting research into CLIL and EMI settings
is welcome and timely. A range of researchers rise to the challenge
of providing deeper understanding and interpretations of key issues
in ways which enable readers to adapt the approaches and ideas to
inform their own practices. The nature of integration underpins
each chapter and each study in creative, relevant ways at different
levels. Bringing together educationalists, linguists and subject
specialists provides a shared context for surfacing deeply held
beliefs and providing clearer pathways for closer understanding and
adaptations to define, refine and support integrated learning.
Moreover, integrating theoretical perspectives and research methods
is also a feature of the volume which not only informs classroom
practices but also goes further into the motivations which
operationalize and underpin current drives towards
internationalization in universities. The studies in each of the
eight chapters in the volume are usefully built on an in-depth
critical review of research in the field which enables the reader
to carefully position the research and the challenging questions
posed. (Do Coyle, University of Aberdeen)
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