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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.
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.
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.
This volume provides a focused account of English Medium
Instruction (EMI) in European higher education, considering issues
of ideologies, policies, and practices. This is an essential book
for academics, students, policy makers, and educators directly or
indirectly implicated in the internationalization of European
higher education.
Local Language Testing: Design, Implementation, and Development
describes the language testing practice that exists in the
intermediate space between large-scale standardized testing and
classroom assessment, an area that is rarely addressed in the
language testing and assessment literature. Covering both theory
and practice, the book focuses on the advantages of local tests,
fosters and encourages their use, and provides suggested ideas for
their development and maintenance. The authors include examples of
operational tests with well-proven track records and discuss: the
ability of local tests to represent local contexts and values,
explicitly and purposefully embed test results within instructional
practice, and provide data for program evaluation and research;
local testing practices grounded in the theoretical principles of
language testing, drawing from experiences with local testing and
providing practical examples of local language tests, illustrating
how they can be designed to effectively function within and across
different institutional contexts; examples of how local language
tests and assessments are developed for use within a specific
context and how they serve a variety of purposes (e.g., entry-level
proficiency testing, placement testing, international teaching
assistant testing, writing assessment, and program evaluation).
Aimed at language program directors, graduate students, and
researchers involved in language program development and
evaluation, this is a timely book in that it focuses on the
advantages of local tests, fosters and encourages their use, and
outlines their development and maintenance. It constitutes
essential reading for language program directors, graduate
students, and researchers involved in language program development
and evaluation.
Local Language Testing: Design, Implementation, and Development
describes the language testing practice that exists in the
intermediate space between large-scale standardized testing and
classroom assessment, an area that is rarely addressed in the
language testing and assessment literature. Covering both theory
and practice, the book focuses on the advantages of local tests,
fosters and encourages their use, and provides suggested ideas for
their development and maintenance. The authors include examples of
operational tests with well-proven track records and discuss: the
ability of local tests to represent local contexts and values,
explicitly and purposefully embed test results within instructional
practice, and provide data for program evaluation and research;
local testing practices grounded in the theoretical principles of
language testing, drawing from experiences with local testing and
providing practical examples of local language tests, illustrating
how they can be designed to effectively function within and across
different institutional contexts; examples of how local language
tests and assessments are developed for use within a specific
context and how they serve a variety of purposes (e.g., entry-level
proficiency testing, placement testing, international teaching
assistant testing, writing assessment, and program evaluation).
Aimed at language program directors, graduate students, and
researchers involved in language program development and
evaluation, this is a timely book in that it focuses on the
advantages of local tests, fosters and encourages their use, and
outlines their development and maintenance. It constitutes
essential reading for language program directors, graduate
students, and researchers involved in language program development
and evaluation.
This book describes language testing practices that exist in the
intermediate space between large-scale standardized testing and
classroom assessment, an area that is rarely addressed in language
testing literature. Drawing empirical research on a variety of
languages, the volume discusses local language tests’ ability to
represent local contexts and values, explicitly and purposefully
embed test results within instructional practice, and provide data
for program evaluation and research. Although local testing
practices have been grounded in the theoretical principles of
language testing, the authors in this volume supplement the
theoretical content with practical examples of how local tests can
be designed to effectively function within and across different
institutional contexts.
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