English-Medium Instruction Practices in Higher Education
portes grátis
English-Medium Instruction Practices in Higher Education
International Perspectives
McKinley, Dr Jim; Galloway, Nicola
Bloomsbury Publishing PLC
07/2022
288
Dura
Inglês
9781350167858
15 a 20 dias
Descrição não disponível.
Introduction, Nicola Galloway (University of Glasgow, UK) and Jim McKinley (University College London, UK)
Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal, Turkey
1. English as a Medium of Instruction in Bangladeshi Higher Education: A Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and Md Al Amin (Brac University, Bangladesh)
2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma (Universidade Federal do Parana, Brazil)
3. English Medium Instruction in Mainland China: National Trends and Institutional Developments, Sihan Zhou (Chinese University of Hong Kong, China) and Heath Rose (Oxford University, UK)
4. The Case of Danish English-Medium Instruction Universities: An Unintended Consequence? Kristina Hultgren (Open University, UK)
5. A Policy Analysis of English Medium Instruction Practices in Ethiopian Higher Education, Tolera Simie (University College London, UK)
6. English Medium Instruction as Neoliberalism Endowment in Nepal's Higher Education: Policy-Shaping Practices, Pramod K. Sah (University of British Columbia, Canada)
7. Provision for Partial English-Medium Instruction Programs in Turkish Higher Education: All or Nothing? Kari Sahan (University of Reading, UK)
Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland, South Africa, Vietnam
8. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria) and Miya Komori-Glatz (WU Vienna University of Economics and Business, Austria)
9. Profiling English-Medium Instruction in Colombian Universities: Policies and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario Molina-Naar (Universidad de los Andes, Colombia)
10. A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions, Josep Soler Carbonell (Stockholm University, Sweden)
11. English-Medium Instruction Lecturers' Perceived Needs in an Italian University: Before and After Training, Francesca Costa (Universita Cattolica del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy)
12. English-Medium Instruction in Polish Higher Education: Insights Provided by Institutional-Level Analysis, Agata Mikolajewska (University College London, UK)
13. Preparing South Africa Higher Education Students for Their Professions: Finding Space for Languages alongside English, Christa van der Walt (Stellenbosch University, South Africa)
14. English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland University, Australia)
Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait, Mexico, Netherlands, Tunisia
15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan, Georgia): Listening to the Positive Voice, Andrew Linn (Westminster University, UK)
16. Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency, Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and Angel M. Y. Lin (Simon Fraser University, Canada)
17. Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford University, UK), Samantha Curle (University of Bath, UK), Gene Thompson (Rikkyo University, Japan)
18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait: Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public Authority for Applied Education and Training, Kuwait)
19. English Language Proficiency Pre- and Post-Immersion Course in Mexico: The Effectiveness of a Course for Pre-Sessional Students at a Bilingual International and Sustainable University, Myrna Escalona Sibaja (Universidad Tecmilenio, Mexico) and Gabriela Zamarron Perez (Universidad Tecnologica El Retono, Mexico)
20. The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction, Robert Wilkinson and Rene Gabriels (Maastricht University, The Netherlands)
21. English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan University, UK)
References
Index
Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal, Turkey
1. English as a Medium of Instruction in Bangladeshi Higher Education: A Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and Md Al Amin (Brac University, Bangladesh)
2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma (Universidade Federal do Parana, Brazil)
3. English Medium Instruction in Mainland China: National Trends and Institutional Developments, Sihan Zhou (Chinese University of Hong Kong, China) and Heath Rose (Oxford University, UK)
4. The Case of Danish English-Medium Instruction Universities: An Unintended Consequence? Kristina Hultgren (Open University, UK)
5. A Policy Analysis of English Medium Instruction Practices in Ethiopian Higher Education, Tolera Simie (University College London, UK)
6. English Medium Instruction as Neoliberalism Endowment in Nepal's Higher Education: Policy-Shaping Practices, Pramod K. Sah (University of British Columbia, Canada)
7. Provision for Partial English-Medium Instruction Programs in Turkish Higher Education: All or Nothing? Kari Sahan (University of Reading, UK)
Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland, South Africa, Vietnam
8. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria) and Miya Komori-Glatz (WU Vienna University of Economics and Business, Austria)
9. Profiling English-Medium Instruction in Colombian Universities: Policies and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario Molina-Naar (Universidad de los Andes, Colombia)
10. A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions, Josep Soler Carbonell (Stockholm University, Sweden)
11. English-Medium Instruction Lecturers' Perceived Needs in an Italian University: Before and After Training, Francesca Costa (Universita Cattolica del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy)
12. English-Medium Instruction in Polish Higher Education: Insights Provided by Institutional-Level Analysis, Agata Mikolajewska (University College London, UK)
13. Preparing South Africa Higher Education Students for Their Professions: Finding Space for Languages alongside English, Christa van der Walt (Stellenbosch University, South Africa)
14. English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland University, Australia)
Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait, Mexico, Netherlands, Tunisia
15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan, Georgia): Listening to the Positive Voice, Andrew Linn (Westminster University, UK)
16. Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency, Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and Angel M. Y. Lin (Simon Fraser University, Canada)
17. Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford University, UK), Samantha Curle (University of Bath, UK), Gene Thompson (Rikkyo University, Japan)
18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait: Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public Authority for Applied Education and Training, Kuwait)
19. English Language Proficiency Pre- and Post-Immersion Course in Mexico: The Effectiveness of a Course for Pre-Sessional Students at a Bilingual International and Sustainable University, Myrna Escalona Sibaja (Universidad Tecmilenio, Mexico) and Gabriela Zamarron Perez (Universidad Tecnologica El Retono, Mexico)
20. The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction, Robert Wilkinson and Rene Gabriels (Maastricht University, The Netherlands)
21. English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan University, UK)
References
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
EMI; English-Medium Instruction; regional context; EMI policy; higher education; global; TESOL; international; applied linguistics; second language education
Introduction, Nicola Galloway (University of Glasgow, UK) and Jim McKinley (University College London, UK)
Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal, Turkey
1. English as a Medium of Instruction in Bangladeshi Higher Education: A Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and Md Al Amin (Brac University, Bangladesh)
2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma (Universidade Federal do Parana, Brazil)
3. English Medium Instruction in Mainland China: National Trends and Institutional Developments, Sihan Zhou (Chinese University of Hong Kong, China) and Heath Rose (Oxford University, UK)
4. The Case of Danish English-Medium Instruction Universities: An Unintended Consequence? Kristina Hultgren (Open University, UK)
5. A Policy Analysis of English Medium Instruction Practices in Ethiopian Higher Education, Tolera Simie (University College London, UK)
6. English Medium Instruction as Neoliberalism Endowment in Nepal's Higher Education: Policy-Shaping Practices, Pramod K. Sah (University of British Columbia, Canada)
7. Provision for Partial English-Medium Instruction Programs in Turkish Higher Education: All or Nothing? Kari Sahan (University of Reading, UK)
Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland, South Africa, Vietnam
8. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria) and Miya Komori-Glatz (WU Vienna University of Economics and Business, Austria)
9. Profiling English-Medium Instruction in Colombian Universities: Policies and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario Molina-Naar (Universidad de los Andes, Colombia)
10. A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions, Josep Soler Carbonell (Stockholm University, Sweden)
11. English-Medium Instruction Lecturers' Perceived Needs in an Italian University: Before and After Training, Francesca Costa (Universita Cattolica del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy)
12. English-Medium Instruction in Polish Higher Education: Insights Provided by Institutional-Level Analysis, Agata Mikolajewska (University College London, UK)
13. Preparing South Africa Higher Education Students for Their Professions: Finding Space for Languages alongside English, Christa van der Walt (Stellenbosch University, South Africa)
14. English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland University, Australia)
Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait, Mexico, Netherlands, Tunisia
15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan, Georgia): Listening to the Positive Voice, Andrew Linn (Westminster University, UK)
16. Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency, Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and Angel M. Y. Lin (Simon Fraser University, Canada)
17. Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford University, UK), Samantha Curle (University of Bath, UK), Gene Thompson (Rikkyo University, Japan)
18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait: Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public Authority for Applied Education and Training, Kuwait)
19. English Language Proficiency Pre- and Post-Immersion Course in Mexico: The Effectiveness of a Course for Pre-Sessional Students at a Bilingual International and Sustainable University, Myrna Escalona Sibaja (Universidad Tecmilenio, Mexico) and Gabriela Zamarron Perez (Universidad Tecnologica El Retono, Mexico)
20. The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction, Robert Wilkinson and Rene Gabriels (Maastricht University, The Netherlands)
21. English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan University, UK)
References
Index
Part I: Macro-analysis of EMI: Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal, Turkey
1. English as a Medium of Instruction in Bangladeshi Higher Education: A Policy Perspective, Obaid M. Hamid (University of Queensland, Australia) and Md Al Amin (Brac University, Bangladesh)
2. Brazil Trying English-Medium Instruction on for Size: Emerging Trends and Policy, Ron Martinez (University of Arkansas, USA) and Ane Cibele Palma (Universidade Federal do Parana, Brazil)
3. English Medium Instruction in Mainland China: National Trends and Institutional Developments, Sihan Zhou (Chinese University of Hong Kong, China) and Heath Rose (Oxford University, UK)
4. The Case of Danish English-Medium Instruction Universities: An Unintended Consequence? Kristina Hultgren (Open University, UK)
5. A Policy Analysis of English Medium Instruction Practices in Ethiopian Higher Education, Tolera Simie (University College London, UK)
6. English Medium Instruction as Neoliberalism Endowment in Nepal's Higher Education: Policy-Shaping Practices, Pramod K. Sah (University of British Columbia, Canada)
7. Provision for Partial English-Medium Instruction Programs in Turkish Higher Education: All or Nothing? Kari Sahan (University of Reading, UK)
Part II: Meso-analysis of EMI: Austria, Colombia, Estonia, Italy, Poland, South Africa, Vietnam
8. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy, Ute Smit (University of Vienna, Austria) and Miya Komori-Glatz (WU Vienna University of Economics and Business, Austria)
9. Profiling English-Medium Instruction in Colombian Universities: Policies and Practices, Norbella Miranda (Universidad del Valle, Colombia) and Mario Molina-Naar (Universidad de los Andes, Colombia)
10. A Longitudinal Perspective on Language Ideological Debates in Estonian Higher Education: Current Trends and Tensions, Josep Soler Carbonell (Stockholm University, Sweden)
11. English-Medium Instruction Lecturers' Perceived Needs in an Italian University: Before and After Training, Francesca Costa (Universita Cattolica del Sacro Cuore, Italy) and Roberta Grassi (University of Bergamo, Italy)
12. English-Medium Instruction in Polish Higher Education: Insights Provided by Institutional-Level Analysis, Agata Mikolajewska (University College London, UK)
13. Preparing South Africa Higher Education Students for Their Professions: Finding Space for Languages alongside English, Christa van der Walt (Stellenbosch University, South Africa)
14. English-Medium Instruction in Vietnamese Higher Education: From Government Policies to Institutional Practices, Huong Thu Nguyen (Queensland University, Australia)
Part III: Micro-analysis of EMI: South Caucasus, Hong Kong, Japan, Kuwait, Mexico, Netherlands, Tunisia
15. English-Medium Instruction in the South Caucasus (Armenia, Azerbaijan, Georgia): Listening to the Positive Voice, Andrew Linn (Westminster University, UK)
16. Translanguaging and Trans-semiotizing in English-Medium Instruction Tertiary Classrooms in Hong Kong: Creativity and Trans-Semiotic Agency, Phoebe Siu (College of Professional and Continuing Education, Hong Kong) and Angel M. Y. Lin (Simon Fraser University, Canada)
17. Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit, Ikuya Aizawa (Oxford University, UK), Samantha Curle (University of Bath, UK), Gene Thompson (Rikkyo University, Japan)
18. Comprehension Issues in English-Medium Instruction Classrooms in Kuwait: Public Educational Institutions, Abdullah Alazemi & Abdullah Alenezi (Public Authority for Applied Education and Training, Kuwait)
19. English Language Proficiency Pre- and Post-Immersion Course in Mexico: The Effectiveness of a Course for Pre-Sessional Students at a Bilingual International and Sustainable University, Myrna Escalona Sibaja (Universidad Tecmilenio, Mexico) and Gabriela Zamarron Perez (Universidad Tecnologica El Retono, Mexico)
20. The Englishization of Higher Education in a Dutch University Context: The Glocalization of English-Medium Instruction, Robert Wilkinson and Rene Gabriels (Maastricht University, The Netherlands)
21. English-Medium Instruction in Tunisian Higher Education: A Desired Target but with Uncertain Consequences, Khawla Badwan (Manchester Metropolitan University, UK)
References
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
