Multidisciplinary Perspectives from Chinese-Speaking Regions
- Available for pre-order. Item will ship after May 14, 2021
Due to its practical value in obtaining an edge in global competition, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching. For example, how would a content instructor respond to situations in which students’ learning of content knowledge is compromised by their limited language proficiency?
This book draws on the current practice of EMI in diverse disciplinary and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of an L1 as the medium of instruction in tertiary education. In addition, the book includes systematic discussions about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders, which include administrators, teachers, and students, for such programs. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, to develop critical perspectives and practical guidelines that can serve as references for EMI in other NNES settings.
Table of Contents
1. Exploring the Language and Pedagogical Models Suitable for EMI in Chinese-Speaking Higher Education Contexts (Joyce Shao CHIN and Naihsin LI) 2. Implementing EMI in Medical Education in Taiwan (Shun-hua WEI and Jonathon HRICKO) 3. EMI for Information Engineering Students: A Case Study (Sally CHEN and Shou-De LIN) 4. Supporting Students’ Summary Writing Skills in English Medium Instruction in the University Context (Yangyu XIAO and Hintat CHEUNG) 5. Conducting EMI with Students of Diversified Backgrounds: The Case of Business Management (Hsiou-Wei William LIN and Anita Chunwen LIN) 6. The Use of English in Linguistics Classes: When and How Do We Do It? (Miao-Hsia CHANG and Li-Hsin NING) 7. Assessment Practices in the EMI classroom in Chinese-Speaking Higher Education Contexts: Challenges and Considerations (Naihsin LI and Jessica R. W. WU) 8. A Dynamic Language Ability System Framework for Diagnosing EMI Students’ Readiness of English Language Ability (Yuyang CAI and Hintat CHEUNG) 9. Towards Effective Transition to Adopting English as the Medium of Instruction: A Case from Hong Kong (Tae-Hee CHOI and Bob ADAMSON) 10. Conclusion: Dynamic Interactions Across Academic Disciplines (Hintat CHEUNG)
Lily I-Wen SU, Distinguished Professor of the Graduate Institute of Linguistics at the National Taiwan University, served from 2016 to 2019 as Chief Executive Director of the Language Training and Testing Center (LTTC), a non-profit educational foundation in Taiwan.
Hintat CHEUNG is Professor at the Department of Linguistics and Modern Language Studies, the Education University of Hong Kong.
Jessica R. W. WU holds a Ph.D. in Language Testing & Assessment and is the R&D Program Director at the Language Training and Testing Center (LTTC).