1st Edition
Current Trends in EMI and Multimodality in Higher Education
Looking at both English Medium Instruction (EMI) and multimodality in higher education, this edited volume bridges the gap between the two contexts by offering various new insights into fundamentals in multilingual education, EMI discourse and current teaching practices in internationalised contexts. Current demands in communication, especially in higher-education contexts, require examining EMI from a multimodal perspective with the aim of giving explicit attention to modern discourse practices.
The contributors reflect on the principles guiding EMI and multimodality and their application in higher education using both practical examples and data-driven evidences. They discuss EMI multimodal discourse from an empirical perspective to unveil communicative practices in internationalised higher-education contexts; and exemplify classroom applications and ESP and EAP pedagogical practices that promote multimodal competence in higher education. The contributors provide solid theoretical foundations, key principles, research evidence and pedagogical implications that inform current methodologies and practices for EMI, ESP and EAP, as well as multimodality in higher education.
This volume on EMI and multimodality in higher education will have broad appeal for researchers worldwide from various fields of expertise within education and applied linguistics.
Introduction. A multimodal perspective on content and language teaching in higher education.Vicent Beltrán-Palanques & Edgar Bernad-Mechó Chapter 1: The multimodal turn in higher education: Trends and directions. Fei Victor Lim Section 1: Content and language oriented classrooms 2. Chapter 2: English-medium Instruction (EMI) multimodal classroom discourse to enhance L2 university students’ audiovisual comprehension. Natalia Norte & Teresa Morell 3. Chapter 3: From poiesis to praxis: Multimodal orchestration for psychology-specific meaning-making flows in higher education. Phoebe Siu, Esther Ka-Man Tong & Winfred Wenhui Xuan 4. Chapter 4: Listening to silence in episodes of interaction: L1 and English-medium instruction in live online lectures. Mercedes Querol-Julián & Maite Amondarain Garrido 5. Chapter 5: The role of multimodal competence on ‘doing EMI lecturing’: Exploring the effectiveness of non-linguistic resources in EMI teaching practices. Balbina Moncada-Comas & Maria Sabaté-Dalmau 6. Chapter 6: A proposal for CLIL teacher training: Acknowledging multimodal literacies as pedagogical affordances in CLILicised Physical Education Celina Salvador-García & Noelia Ruiz-Madrid Section 2: ESP/EAP and multimodality 7. Chapter 7: Strategic use of translanguaging and multimodality in an English for academic purposes program Jiajia Eve Liu, Yuen Yi Lo & Angel M. Y. Lin 8. Chapter 8: Preparing novice researchers for conference presentations: Teaching multimodal academic literacy and the role of organisational metadiscourse Vicent Beltrán-Palanques & Edgar Bernad-Mechó 9. Chapter 9: Training students in multimodal pragmatics for the integration of content and language in business university studies Nuria Edo-Marza & Inmaculada Fortanez-Gómez 10. Chapter 10: Multimodal composing in the teaching of English for Business Communication: A genre-based analysis of student-authored videos Serena Yi Deng & William Dezheng Feng 11. Concluding chapter - The wood and the trees: evaluating multimodality in English-medium higher education through the ROAD-MAPPING lens Ute Smit
Biography
Vicent Beltrán-Palanques is Associate Professor in the Department of English Studies at the Universitat Jaume I, Spain. His research interests focus on ESP/EAP pedagogy, English-Medium Instruction in higher education, multimodal discourse analysis and multimodal literacy and pragmatics and interaction. He has published in international journals such as System, Journal of English for Academic Purposes and English for Specific Purposes, as well as in international publishing houses like Routledge, Brill and Springer.
Edgar Bernad-Mechó is Associate Professor at Universitat Jaume I, Spain. He specialises in the use of metadiscourse and multimodality in academic contexts and for science dissemination. He has published papers in journals like the Journal of English for Academic Purposes or Discourse Studies, and co-edited a special issue on multimodality for Ibérica. In his recent studies he has explored the modal density and coherence of YouTube videos for science dissemination and looked at the use of humor and other engagement strategies in science communication online.
