English-Medium Instruction Pedagogies in Multilingual Universities in Asia
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This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia.
Drawing on research across different levels of education covering institutions across various contexts across Asia, the book engages in key questions around power, marginalization, attitudes, intercultural communication, and identity construction as they unfold in classrooms in which a plurality of languages and varieties of English collide and are mediated, appropriated, and accommodated. The volume explores the pedagogical challenges, policies, and practices of EMI which emerge in these settings, highlighting real-life problems in EMI program development and the wider pedagogical implications for EMI implementation in varied educational environments. Taken together, the chapters offer opportunities for further research toward challenging traditionally held beliefs and blind implementation of EMI and encouraging critical perspectives from both researchers and policymakers alike.
Pedagogies of English-Medium Instruction Programs in Asian Universities will be of interest to scholars and practitioners in English-medium instruction, English language teaching, TESOL, and applied linguistics.
Table of Contents
List of Contributors
Peter De Costa
Introduction: Exploring perceptions, practices and challenges of EMI pedagogies in Asia
Fan Fang, Pramod K Sah
Part 1: Perceptions of EMI Pedagogy in Academic Settings
1. Fostering the multilingual agenda in EMI: Researchers as reflective thinkers and stance shifters
Syed Abdul Manan, Liaquat Ali Channa and Sham Haidar
2. Examining the impact of master’s thesis supervisors’ practices on their students’ learning strategies and future vision at an English-medium university in Kazakhstan
Anas Hajar and Ali Ait Si Mhamed
3. The role of English enhancement courses in the English-medium instruction program in China: Voices of students, subject teachers, and language teachers
Menglin Wang and Kun Zhang
4. Intercultural competence development in EMI programs in China: Teachers’ beliefs and practices
Wenhong Huang and Fan Fang
6. Untold stories of pedagogy in English-medium instruction programmes in Vietnamese higher education: From policy to practice
Dang H. Tri
Part 3: Pedagogical Challenges of EMI
7. EMI pedagogical challenges in a changing Hong Kong higher education context
Christopher Shepard and Heath Rose
8. Performing a balancing act: A trioethnography of “foreign” EMI lecturers in Bangkok
Nathan Thomas, Neil Bowen, Stephen Louw and Alexander Nanni
Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently Associate Professor at the College of Liberal Arts, Shantou University, China.
Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education, Canada.