Language Use in English-Medium Instruction at University
International Perspectives on Teacher Practice
- Available for pre-order. Item will ship after April 15, 2021
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.
Table of Contents
Introduction: Foregrounding language issues in English-medium instruction courses
David Lasagabaster and Aintzane Doiz
Chapter 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
Chapter 2: Analysing EMI teachers’ and students’ talk about language and language use
Aintzane Doiz and David Lasagabaster
Chapter 3: EMI teachers’ use of Interactive metadiscourse in lecture organisation and knowledge construction
Lei Zhang and Yuen Yi Lo
Chapter 4: Strategies to Enhance Comprehension in EMI Lectures: Examples from the Italian Context
Francesca Costa and Cristina Mariotti
Chapter 5: EMI materials in online initial English language teacher education
Darío Luis Banegas and Graciela Manzur Busleimán
Chapter 6: Pronunciation in EMI: a preliminary study of Spanish university students’ intelligibility and comprehensibility
Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto
Chapter 7: Students’ language-related challenges of studying through English: What EMI teachers can do
Chapter 8: Challenges of English-medium higher education: The first-year experience in Hong Kong revisited a decade later
Christopher Shepard and Bruce Morrison
Chapter 9: Implementing EMI in higher education: language use, language research and professional development
Víctor Pavón Vázquez and Maria Ellison
Epilogue: Disciplinary literacies: A nexus for content and language teacher practice
Hans Malmström and Diane Pecorari
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" (Multilingual Matters, 2013).
Aintzane Doiz is Associate Professor at the Department of English and German Studies and Translation and Interpretation, University of the Basque Country UPV/EHU, Spain. She has co-edited English-medium Instruction at Universities: Global Challenges (Multilingual Matters, 2013) and Motivation and Foreign Language Learning: From Theory to Practice (John Benjamins, 2014).