Language Use in English-Medium Instruction at University

International Perspectives on Teacher Practice
1. Auflage 2021
ISBN: 978-0-367-68180-7
Verlag: Routledge

Buch, Englisch, 234 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 349 g

Reihe: Routledge Studies in English-Medium Instruction

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.

Autoren/Hrsg.

Lasagabaster, David

Doiz, Aintzane

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

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 Darío Luis Banegas and Graciela Manzur Busleimán 6. Pronunciation in EMI: a preliminary study of Spanish university students’ intelligibility and comprehensibility Esther Gómez-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 Pavón Vázquez and Maria Ellison 10. Epilogue: Disciplinary literacies as a nexus for content and language teacher practice Hans Malmström and Diane Pecorari

Über Autor(innen)

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).