Übersicht			Auf mobile öffnen

Lieferstatus:	Auf Bestellung (Lieferzeit unbekannt)
Veröffentlichung:	Oktober 2023
Genre:	Psychologie / Pädagogik
	Applied Linguistics / Applied linguistics for ELT / Bilingualism & multilingualism / Bilingualism and multilingualism / code-switching analysis / corpus-driven EMI classroom research / EDUCATION / General / EDUCATION / Professional Development / ELT# English for specific purposes / ELT# Exams and tests of English for specific purposes / For ELT / ESL learning, courses, examinations and certificates / FOREIGN LANGUAGE STUDY / English as a Second Language / higher education pedagogy / Intercultural Competence / LANGUAGE ARTS & DISCIPLINES / Communication Studies / Language learning for specific purposes / Language teaching theory and methods / lecturer language proficiency / oral communication assessment / teacher training / Teaching skills & techniques / Teaching skills and techniques mehr...
ISBN:	9781032393148
EAN-Code:	9781032393148
Verlag:	Taylor and Francis
Einband:	Gebunden
Sprache:	English
Dimensionen:	H 234 mm / B 156 mm / D
Gewicht:	460 gr
Seiten:	196
Illustration:	schwarz-weiss Illustrationen, Zeichnungen, schwarz-weiss, Tabellen, schwarz-weiss
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

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 first-language-medium instruction (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.