This book offers a window into student perceptions of English-Medium Instruction, building on research from an Italian university to provide a better understanding of attitudes toward EMI in Europe and future directions for cross-country comparative research.
This book offers a window into student perceptions of English-Medium Instruction, building on research from an Italian university to provide a better understanding of attitudes toward EMI in Europe and future directions for cross-country comparative research.
Marta Guarda is Senior Researcher at Eurac Research, Bolzano/Bozen, Italy. From 2013 to 2019, she worked as postdoctoral research assistant at the University of Padova, Italy. Her research interests include English-Medium Instruction, plurilingual education, translanguaging and internationalisation of higher education. She is one of the editors of Sharing Perspectives on EMI (2017), and the author of several research papers on EMI in Italian higher education.
Inhaltsangabe
PART 1: SETTING THE SCENE Introduction: English as a vehicular language in European higher education 1. The contexts of this study: EMI in Italy and at the University of Padova 2. Designing a mixed-methods case study of EMI students' perspectives PART 2: FINDINGS 3. Conceptualisations of English 4. What students need 5. Differences from learning in L1 6. Language improvement in EMI 7. Difficulties students face in EMI 8. Strategies to make up for poor comprehension 9. Learning with and from others Conclusions: Implications for research and practice in EMI
PART 1: SETTING THE SCENE Introduction: English as a vehicular language in European higher education 1. The contexts of this study: EMI in Italy and at the University of Padova 2. Designing a mixed-methods case study of EMI students' perspectives PART 2: FINDINGS 3. Conceptualisations of English 4. What students need 5. Differences from learning in L1 6. Language improvement in EMI 7. Difficulties students face in EMI 8. Strategies to make up for poor comprehension 9. Learning with and from others Conclusions: Implications for research and practice in EMI
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