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 is focuses on Hong Kong and Taiwan to develop critical perspectives and practical guidelines that can serve as references for EMI in other NNES settings.
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 is focuses on Hong Kong and Taiwan to develop critical perspectives and practical guidelines that can serve as references for EMI in other NNES settings.
Lily I-wen SU is Distinguished Professor of the Graduate Institute of Linguistics at the National Taiwan University and 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 in the Department of Linguistics and Modern Language Studies at the Education University of Hong Kong. Jessica R. W. WU holds a PhD in Language Testing and Assessment and is the R&D Program Director at the Language Training and Testing Center (LTTC).
Inhaltsangabe
1. Exploring the Language and Pedagogical Models Suitable for EMI in Chinese-Speaking Higher Education Contexts 2. Implementing EMI in Medical Education in Taiwan 3. EMI for Information Engineering Students: A Case Study 4. Supporting Students' Summary Writing Skills in English Medium Instruction in the University Context 5. Conducting EMI with Students of Diversified Backgrounds: The Case of Business Management 6. The Use of English in Linguistics Classes: When and How Do We Do It? 7. Assessment Practices in the EMI classroom in Chinese-Speaking Higher Education Contexts: Challenges and Considerations 8. A Dynamic Language Ability System Framework for Diagnosing EMI Students' Readiness of English Language Ability 9. Toward an Effective Transition to Adopting English as the Medium of Instruction: A Case from Hong Kong 10. Conclusion: Dynamic Interactions Across Academic Disciplines
1. Exploring the Language and Pedagogical Models Suitable for EMI in Chinese-Speaking Higher Education Contexts 2. Implementing EMI in Medical Education in Taiwan 3. EMI for Information Engineering Students: A Case Study 4. Supporting Students' Summary Writing Skills in English Medium Instruction in the University Context 5. Conducting EMI with Students of Diversified Backgrounds: The Case of Business Management 6. The Use of English in Linguistics Classes: When and How Do We Do It? 7. Assessment Practices in the EMI classroom in Chinese-Speaking Higher Education Contexts: Challenges and Considerations 8. A Dynamic Language Ability System Framework for Diagnosing EMI Students' Readiness of English Language Ability 9. Toward an Effective Transition to Adopting English as the Medium of Instruction: A Case from Hong Kong 10. Conclusion: Dynamic Interactions Across Academic Disciplines
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