An analysis of learning a second language through process drama. Topics covered include: evoking dramatic moments in second language learning and teaching; the nature of teacher-student interaction in drama-orientated language classrooms; and the psycho-social aspect of drama on learning.

This book presents the multiple facets of English as a Medium of Instruction (EMI) in higher education across various academic disciplines, an area that is expected to grow constantly in response to the competitive global higher education market. The studies presented were conducted in various EMI classrooms, with data collected from observing and documenting the teaching activities, and from interviewing or surveying EMI participants. Through data analysis and synthesis, cases across disciplines - from engineering, science, technology, business, social science, medical science, design and arts, to tourism and leisure service sectors - are used to illustrate the various EMI curriculum designs and classroom practices. Although the cases described are limited to Taiwanese institutions, the book bridges the gap between planning and executing EMI programs across academic domains for policy makers, administrators, content teachers, and teacher trainers throughout Asia.

This book presents the multiple facets of English as a Medium of Instruction (EMI) in higher education across various academic disciplines, an area that is expected to grow constantly in response to the competitive global higher education market. The studies presented were conducted in various EMI classrooms, with data collected from observing and documenting the teaching activities, and from interviewing or surveying EMI participants. Through data analysis and synthesis, cases across disciplines - from engineering, science, technology, business, social science, medical science, design and arts, to tourism and leisure service sectors - are used to illustrate the various EMI curriculum designs and classroom practices. Although the cases described are limited to Taiwanese institutions, the book bridges the gap between planning and executing EMI programs across academic domains for policy makers, administrators, content teachers, and teacher trainers throughout Asia.

This book reports the current aspects of children from multilingual families in Taiwan and describes these children's perceptions towards their linguistic, academic, and social development from a survey study and a discourse analysis study. The discourse analysis study focuses on the narrative developments of children born to Southeast Asian mothers versus average Taiwanese children across four grade levels in the elementary school. This book is significant in four aspects: describing the children with multilingual family background qualitatively and quantitatively, including a wide range and a large number of participants, proposing new analytical approaches for child narrative research, and compiling applicable classroom activities based on of research findings. The cultural and linguistic background of the children described in this book may be of interest to researchers and educators not only in Chinese-speaking regions, but also in areas where the phenomenon of multilingual family is becoming common in the society.

An analysis of learning a second language through process drama. Topics covered include: evoking dramatic moments in second language learning and teaching; the nature of teacher-student interaction in drama-orientated language classrooms; and the psycho-social aspect of drama on learning.