Re-envisioning English-Medium Instruction in K-12 Schools

Policy, Research and Practice
Erscheinungsjahr 2025
ISBN: 978-3-031-83001-3
Verlag: Springer Nature Switzerland

Buch, Englisch, 192 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 481 g

Connecting diverse theories and practices in English-medium Instruction (EMI) implementation, this book provides a comprehensive and systematic overview of EMI in K-12 settings in the Asian and European contexts. It addresses a wide range of ongoing challenges faced by many EMI policymakers and teachers and offers potential solutions or coping strategies. While it focuses on the contexts of Asia and Europe, the book can also provide inspirations or suggestions for researching and implementing EMI in other geographical or cultural contexts such as Africa. In brief, this book aims to (1) discuss up-to-date theories on EMI from different fields of research including language policy studies, applied linguistics and CLIL research, (2) provide detailed and critical reviews of EMI policies in K-12 education in the broad Asian and European contexts, (3) report empirical, classroom-based research on EMI implementation in these contexts and compare findings with those of the previous research, (4) engage different researchers and scholars from relevant fields in a dialogue about EMI-related theories, issues and challenges in these contexts and (5) serve as a hands-on resource for educational practitioners who are (interested in) practicing EMI.

Zielgruppe

Research

Autoren/Hrsg.

Gu, Michelle Mingyue

Huang, Corey Fanglei

Liu, Yiqi

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Chapter 1: Overview of EMI and CLIL.- Chapter 2: Language policy studies of EMI.- Chapter 3: Translanguaging in EMI.- Chapter 4–6: empirical studies in different Asian and European contexts which identify issues, challenges and/or opportunities (for improvement, adjustment, etc.) in EMI K-12 classrooms.- Chapters 7–9: articles that combine empirical analysis and concrete and systematic suggestions or guidance for implementing EMI in K-12 education.- Chapters 10–12: articles that discuss the ways researcher-practitioner collaboration can contribute to EMI education and theory-building in the field.

Über Autor(innen)

Michelle Gu

Gu Mingyue Michelle is Associate Professor and Head of the Department of English Language Education at the Education University of Hong Kong. Her research interests include internationalization in higher education, language policy and planning, family language policy, multilingualism and mobility, minority education, discourse theory and analysis, and teacher professional development. She has published widely in the above fields, with numerous articles appearing in journals such as   and so on.

April Liu

Yiqi LIU is an Assistant Professor in the Department of English Language Education, The Education University of Hong Kong and Honorary Assistant Professor in Technology-Enriched Learning Initiative at The University of Hong Kong. Her main research interests include discourse analysis, sociolinguistics, English language teaching and bilingual education. Yiqi has been involved in collaboration with school teachers and university researchers on curriculum innovation in a number of national contexts and her recent publications have appeared in major international journals such as , , and

Corey Huang

Corey Fanglei Huang is Postdoctoral Fellow at Department of English Language Education at the Education University of Hong Kong. He received a PhD degree from the University of Hong Kong in 2020. His research interests include critical multimodal discourse studies, critical sociolinguistics, social semiotics and linguistic/semiotic landscape in education.