Language Use in English-Medium Instruction at University
International Perspectives on Teacher Practice
1st Edition
Published on 27. May 2021
Book
Paperback/Softback
222 pages
978-0-367-68180-7 (ISBN)
Description
This collection brings together insights from research and scholars' practical experience on the role of language and language use in teacher practices at the university level in EMI contexts, offering global perspectives across diverse educational settings.
The volume considers the language-related practices, processes and ways of thinking implemented in EMI contexts as teachers and students co-construct meaning through interaction while also situating these observations within the wider educational policies of institutions, societal norms and contextual pedagogies. The book highlights both the diversity and commonalities of the challenges and opportunities in enhancing student experience in different EMI contexts, drawing on international perspectives spanning South America, Europe and Asia. In so doing, the volume offers a comprehensive portrait of the current realities of the EMI experience at the university level, empowering stakeholders to critically reflect upon and adapt their classroom strategies to their own realities and chart new directions for research in the field.
The book will be of particular interest to scholars interested in issues in English-medium instruction, applied linguistics, language policy and language education, as well as those currently teaching in EMI contexts.
The volume considers the language-related practices, processes and ways of thinking implemented in EMI contexts as teachers and students co-construct meaning through interaction while also situating these observations within the wider educational policies of institutions, societal norms and contextual pedagogies. The book highlights both the diversity and commonalities of the challenges and opportunities in enhancing student experience in different EMI contexts, drawing on international perspectives spanning South America, Europe and Asia. In so doing, the volume offers a comprehensive portrait of the current realities of the EMI experience at the university level, empowering stakeholders to critically reflect upon and adapt their classroom strategies to their own realities and chart new directions for research in the field.
The book will be of particular interest to scholars interested in issues in English-medium instruction, applied linguistics, language policy and language education, as well as those currently teaching in EMI contexts.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Illustrations
16 s/w Abbildungen, 16 s/w Photographien bzw. Rasterbilder
16 Halftones, black and white; 16 Illustrations, black and white
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 13 mm
Weight
349 gr
ISBN-13
978-0-367-68180-7 (9780367681807)
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
David Lasagabaster | Aintzane Doiz
Language Use in English-Medium Instruction at University
International Perspectives on Teacher Practice
Book
05/2021
1st Edition
Routledge
€206.30
Shipment within 15-20 days
David Lasagabaster | Aintzane Doiz
Language Use in English-Medium Instruction at University
International Perspectives on Teacher Practice
E-Book
05/2021
1st Edition
Routledge
€60.49
Available for download
David Lasagabaster | Aintzane Doiz
Language Use in English-Medium Instruction at University
International Perspectives on Teacher Practice
E-Book
05/2021
1st Edition
Routledge
€60.49
Available for download
Persons
David Lasagabaster is Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He has published on CLIL, EMI, attitudes and motivation, and multilingualism. He has published widely in international journals and books. Among others, he has co-edited English-medium Instruction at Universities: Global Challenges (2013).
Aintzane Doiz is Associate Professor in the Department of English and German Studies and Translation and Interpretation at the University of the Basque Country UPV/EHU, Spain. She has co-edited English-medium Instruction at Universities: Global Challenges (2013) and Motivation and Foreign Language Learning: From Theory to Practice (2014).
Aintzane Doiz is Associate Professor in the Department of English and German Studies and Translation and Interpretation at the University of the Basque Country UPV/EHU, Spain. She has co-edited English-medium Instruction at Universities: Global Challenges (2013) and Motivation and Foreign Language Learning: From Theory to Practice (2014).
Content
Introduction: Foregrounding language issues in English-medium instruction courses David Lasagabaster and Aintzane Doiz 1. An exploratory analysis of Language Related Episodes (LREs) in a Brazilian EMI context: Lecturers' and students' perspectives Ron Martinez, Paola Machado and Candida Palma 2. Analysing EMI teachers' and students' talk about language and language use Aintzane Doiz and David Lasagabaster 3. EMI teachers' use of Interactive metadiscourse in lecture organisation and knowledge construction Lei Zhang and Yuen Yi Lo 4. Strategies to Enhance Comprehension in EMI Lectures: Examples from the Italian Context Francesca Costa and Cristina Mariotti 5. EMI materials in online initial English language teacher education Dario Luis Banegas and Graciela Manzur Busleiman 6. Pronunciation in EMI: a preliminary study of Spanish university students' intelligibility and comprehensibility Esther Gomez-Lacabex and Francisco Gallardo-del-Puerto 7. Students' language-related challenges of studying through English: What EMI teachers can do Heath Rose 8. Challenges of English-medium higher education: The first-year experience in Hong Kong revisited a decade later Christopher Shepard and Bruce Morrison 9. Implementing EMI in higher education: language use, language research and professional development Victor Pavon Vazquez and Maria Ellison 10. Epilogue: Disciplinary literacies as a nexus for content and language teacher practice Hans Malmstroem and Diane Pecorari