
Input in English-Medium Instruction
Routledge (Publisher)
1st Edition
Published on 29. November 2024
Book
Paperback/Softback
130 pages
978-1-032-19267-3 (ISBN)
Description
This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.
The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.
Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students' mastery of disciplinary discourse.
The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.
Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students' mastery of disciplinary discourse.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Academic and Postgraduate
Illustrations
7 s/w Abbildungen, 3 s/w Photographien bzw. Rasterbilder, 14 s/w Tabellen, 4 s/w Zeichnungen
14 Tables, black and white; 4 Line drawings, black and white; 3 Halftones, black and white; 7 Illustrations, black and white
Dimensions
Height: 216 mm
Width: 140 mm
Thickness: 8 mm
Weight
191 gr
ISBN-13
978-1-032-19267-3 (9781032192673)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

Francesca Costa | Cristina Mariotti
Input in English-Medium Instruction
E-Book
03/2023
1st Edition
Routledge
€25.99
Available for download

Francesca Costa | Cristina Mariotti
Input in English-Medium Instruction
Book
03/2023
1st Edition
Routledge
€76.90
Shipment within 10-20 days

Francesca Costa | Cristina Mariotti
Input in English-Medium Instruction
E-Book
03/2023
1st Edition
Routledge
€25.99
Available for download
Persons
Francesca Costa is Associate Professor of English Language and Linguistics, Department of Foreign Languages, Universita Cattolica del Sacro Cuore di Milan, Italy.
Cristina Mariotti is Associate Professor of English in the Department of Political and Social Sciences at the University of Pavia.
Cristina Mariotti is Associate Professor of English in the Department of Political and Social Sciences at the University of Pavia.
Editor
Universita Cattolica del Sacro Cuore, Italy
University of Pavia, Italy
Content
1. "Input Matters" Also in EMI 2. Analysing Classroom Discourse and the Role of Productive Thinking in Teacher-Student Exchanges 3. Development and Application of the Framework for the Analysis of Vocabulary Language-Related Episodes 4. Features of Spoken Input Across the Disciplines and at the Interface Between English-Medium Instruction and Disciplinary Discourse 5. Materials Design for the Development of Subject-Specific Literacies in English-Taught Courses at University 6. EMI With a Twist: a Multimodal Analysis of Student-Teacher Agency in the Classroom 7. EMI Materials Development: Scaffolding Learning of Linguistics in a BA Programme 8. Online Input and EMI Pedagogy in the COVID-19 Pandemic in Italy 9. Input in EMI: Trusting the Process and the Journey