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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.
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 presents a state-of-the-art of EMI research in European
higher education over the last twenty years Offers a comprehensive
comparative analysis toward identifying gaps in our understanding
of relevant theories, research, and practice. Brings together the
authors' collective work on an annotated database of over 200
resources, featuring a range of publications of varying format,
type, and language, as well as information on relevant research
questions, methodologies, and findings.
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 volume provides conceptual syntheses of diverging multilingual
contexts, research findings, and practical applications of
integrating content and language (ICL) in higher education in order
to generate a new understanding of the cross-contextual variation.
With contributions from leading authors based in Asia, the Middle
East, and Europe, the volume offers comparison of contextualized
overviews of the status of ICL across the geographic areas and
allows us to identify patterns and advance the scholarship in the
field. ICL in teaching and learning has become an important
consideration in the endeavors to address linguistic diversity at
universities, which has resulted from the growing teacher and
student mobility around the world.
This volume provides conceptual syntheses of diverging multilingual
contexts, research findings, and practical applications of
integrating content and language (ICL) in higher education in order
to generate a new understanding of the cross-contextual variation.
With contributions from leading authors based in Asia, the Middle
East, and Europe, the volume offers comparison of contextualized
overviews of the status of ICL across the geographic areas and
allows us to identify patterns and advance the scholarship in the
field. ICL in teaching and learning has become an important
consideration in the endeavors to address linguistic diversity at
universities, which has resulted from the growing teacher and
student mobility around the world.
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