English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects. This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.

This volume discusses how the use of technology creates opportunities for effective teaching practice and illustrates ways to apply innovative and stimulating ways to engage and interact with students on-line. This research-led book brings together teaching practice and case studies and provides a comprehensive understanding of how technology can enhance teaching and learning through English as medium of instruction. It helps to further the understanding of challenges that language teachers and learners may experience, and provides suggested solutions to address these challenges. It also reflects on the use of technology trough case studies and practical tasks. This book brings theory and practice together and it informs research and classroom practices. It will therefore be of great value to teachers in training as well as to those already working or researching in the field.

This is a book written for language teachers, prospective teachers, students in the language teaching departments and researchers working in this field. This book includes the issues related to language teaching, how to do it effectively and how to focus on different language skills such as listening, speaking, reading and writing in the language classroom. It is believed that this book will facilitate the process of teaching English as a foreign and/or language in different language teaching contexts all around the world. It consists of thirteen chapters which are concerned with important issues to be taken into account while teaching a second and/or foreign language.

This volume discusses how the use of technology creates opportunities for effective teaching practice and illustrates ways to apply innovative and stimulating ways to engage and interact with students on-line. This research-led book brings together teaching practice and case studies and provides a comprehensive understanding of how technology can enhance teaching and learning through English as medium of instruction. It helps to further the understanding of challenges that language teachers and learners may experience, and provides suggested solutions to address these challenges. It also reflects on the use of technology trough case studies and practical tasks. This book brings theory and practice together and it informs research and classroom practices. It will therefore be of great value to teachers in training as well as to those already working or researching in the field.

Discourse can be understood as the sum of linguistic usages and metalinguistic manners about a social practice. It examines language-in-use with the help of the tools that would enable us to get a deeper understanding of what is said or unsaid. Analysis of discourse would help us understand social, cultural, psychological and academic dynamics that are interwoven in the utterances of interlocutors as they use language. This book covers a range of theoretical and applied studies on the examination of discourse in various second and foreign languages learning and teaching contexts. Basically, it includes studies that specifically focus on different aspects of discourse in the teaching of all four skills; reading, writing, listening and speaking. Three theoretical chapters on conducting discourse analysis research, the use of corpus linguistics and historical review of discourse analysis perspectives enrich the scope and content of the book. Researchers from different teaching and learning settings, including Turkey, China, and the USA, contributed to this volume. The target audience of the book are undergraduate and graduate students in different foreign and second language departments, and teachers, researchers and academicians of foreign and second languages. "Discourse Perspectives on Second and/or Foreign Language Teaching and Learning" will facilitate the understanding of discourse by portraying empirical and theoretical studies on discourse. It covers quite different perspectives (eg: sociocultural theory of mind perspective, critical discourse analysis and psychological and/or mainstream perspectives) of various topics in discourse (eg: classroom interaction, written discourse, corpus linguistics, oral interviews, discourse of blogs, technology and discourse, etc). The first three chapters provide a review of discourse and how it is conceptualised to various target groups of people (e.g., graduate students, teachers, researchers and academicians) assuming no prior knowledge. The other chapters focus on different aspects of discourse both in and outside the classroom. This book provides teachers, learners and researchers of second and/or foreign languages with the tools to analyse and/or examine language inside and outside their classrooms.