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Drawing on the concept of resilient healthcare, this book explores
multimodally embedded everyday practices of healthcare
professionals in the UK and Japan, utilising novel technology, such
as eye-tracking glasses, to inform what constitutes good practice.
Providing an interdisciplinary examination of the theories and
rationales of resilient healthcare, the book engages with a range
of case studies from a variety of healthcare settings in the UK and
Japan and considers the application of advanced technologies for
visualising healthcare interactions and implementing virtual
healthcare simulation. In doing so, it showcases a number of
multimodal approaches and highlights the potential benefits of
multimodal and multidisciplinary approaches to healthcare
communication research for enhancing resilience in their local
contexts.
This edited book examines the phenomenon of English as a Lingua
Franca (ELF) in the Japanese context, using multilingualism as a
lens through which to explore language practices and attitudes in
what is traditionally viewed as a monolingual, monocultural
setting. The authors cover a broad spectrum of topics within this
theme, including language education policies, the nature of ELF
communication in both academic and business settings, users' and
learners' perceptions of ELF, and the pedagogy to foster
ELF-oriented attitudes. Teaching and learning practices are
reconsidered from ELF and multilingual perspectives, shifting the
focus from the conformity to native-speaker norms to ELF users'
creative use of multilingual resources. This book is a key resource
for advancing ELF study and research in Japan, and it will also be
of interest to students and scholars studying multilingualism and
World Englishes in other global contexts.
This edited book compiles pedagogical practices and studies of
Content and Language Integrated Learning (CLIL) from two sites:
Spain, where CLIL has been widely implemented for more than a
decade, and Japan, where the CLIL approach is still in its relative
infancy, and quickly gaining momentum. Focusing on three aspects of
the CLIL implementations: policy, practice and pedagogy, the
authors describe how CLIL has evolved in distinctive
socio-political, historical and cultural contexts. The chapters
range across primary, secondary and tertiary education, and examine
English language teaching and learning at both the macro level -
through language education policy - and the micro level - with a
focus on classroom interaction and pedagogy. This book fills a gap
in the English as a Medium of Instruction (EMI) literature, and
will be of particular interest to language teachers, teacher
trainers, and students and scholars of applied linguistics more
broadly.
This edited book examines the phenomenon of English as a Lingua
Franca (ELF) in the Japanese context, using multilingualism as a
lens through which to explore language practices and attitudes in
what is traditionally viewed as a monolingual, monocultural
setting. The authors cover a broad spectrum of topics within this
theme, including language education policies, the nature of ELF
communication in both academic and business settings, users' and
learners' perceptions of ELF, and the pedagogy to foster
ELF-oriented attitudes. Teaching and learning practices are
reconsidered from ELF and multilingual perspectives, shifting the
focus from the conformity to native-speaker norms to ELF users'
creative use of multilingual resources. This book is a key resource
for advancing ELF study and research in Japan, and it will also be
of interest to students and scholars studying multilingualism and
World Englishes in other global contexts.
This edited book compiles pedagogical practices and studies of
Content and Language Integrated Learning (CLIL) from two sites:
Spain, where CLIL has been widely implemented for more than a
decade, and Japan, where the CLIL approach is still in its relative
infancy, and quickly gaining momentum. Focusing on three aspects of
the CLIL implementations: policy, practice and pedagogy, the
authors describe how CLIL has evolved in distinctive
socio-political, historical and cultural contexts. The chapters
range across primary, secondary and tertiary education, and examine
English language teaching and learning at both the macro level -
through language education policy - and the micro level - with a
focus on classroom interaction and pedagogy. This book fills a gap
in the English as a Medium of Instruction (EMI) literature, and
will be of particular interest to language teachers, teacher
trainers, and students and scholars of applied linguistics more
broadly.
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