Teacher Professional Development for the Integration of Content and Language in Higher Education

Herausgeber: Ruiz-Madrid, Ma Noelia; Fortanet-Gómez, Inmaculada

• Gebundenes Buch

Produktbeschreibung

This book addresses heated issues in Integrated Content and Language in Higher Education (ICLHE) teacher training with specific emphasis on case studies that will contribute to inform future ICLHE teacher training research and practice.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 124
• Erscheinungstermin: 19. September 2023
• Englisch
• Abmessung: 244mm x 170mm x 10mm
• Gewicht: 422g
• ISBN-13: 9781032550275
• ISBN-10: 1032550279
• Artikelnr.: 68101149

Autorenporträt

Mª Noelia Ruiz-Madrid is Senior Lecturer in the Department of English Studies at Universitat Jaume I, Spain. She has published on CLIL, EMI, and Multimodal Discourse Analysis. She has published in international journals and books. Among others, she has co-edited two special issues on ICLHE in System and Innovation in Language Teaching and Learning. Inmaculada Fortanet Gómez is Professor in the in the Department of English Studies at Universitat Jaume I, Spain. She has published on CLIL, EMI, and Multimodal Discourse Analysis. She has published in international journals and books. She is the author of CLIL in Higher Education (2013) and has co-edited two special issues on ICLHE in System and Innovation in Language Teaching and Learning.

Inhaltsangabe

1. Teacher professional development for the integration of content and
language in higher education 2. Supporting the academic staff of the
internationalised university: a project at the Department of Management 3.
Towards more learning-centred English-medium education: promoting the
combination of backward design and community of practice in teacher
training 4. Prof-teaching: an English-medium instruction professional
development program with a digital, linguistic and pedagogical approach 5.
Multilingual teacher training in South Tyrol: strategies for effective
linguistic input with young learners 6. From effective lecturing behaviour
to hidden cognitions: a preliminary model explaining the Language-Teaching
Methodology Interface 7. Language learning opportunities in native vs.
non-native EMI lecturer input: insights for a language-aware approach to
EMI teacher training 8. Multimodality and pronunciation in ICLHE
(Integration of Content and Language in Higher Education) training 9.
Metadiscourse use when shifting from L1 to EMI lecturing: implications for
teacher training