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.
Introduction: Foregrounding language issues in English-medium
instruction courses David Lasagabaster and Aintzane Doiz
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
2. Analysing EMI teachers and students talk about language and
language use Aintzane Doiz and David Lasagabaster
3. EMI teachers use of
Interactive metadiscourse in lecture organisation and knowledge construction
Lei Zhang and Yuen Yi Lo
4. Strategies to Enhance Comprehension in EMI
Lectures: Examples from the Italian Context Francesca Costa and Cristina
Mariotti
5. EMI materials in online initial English language teacher
education Darío Luis Banegas and Graciela Manzur Busleimán
6. Pronunciation
in EMI: a preliminary study of Spanish university students intelligibility
and comprehensibility Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto
7. Students language-related challenges of studying through English: What
EMI teachers can do Heath Rose
8. Challenges of English-medium higher
education: The first-year experience in Hong Kong revisited a decade later
Christopher Shepard and Bruce Morrison
9. Implementing EMI in higher
education: language use, language research and professional development
Victor Pavón Vázquez and Maria Ellison
10. Epilogue: Disciplinary literacies
as 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 (2013).
Aintzane Doiz is Associate Professor in the Department of English and German Studies and Translation and Interpretation at the University of the Basque Country UPV/EHU, Spain. She has co-edited English-medium Instruction at Universities: Global Challenges (2013) and Motivation and Foreign Language Learning: From Theory to Practice (2014).
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