This ground-breaking work calls into question the exclusive use of academic English in internationalising higher education teaching and research, arguing that academically literate students can capably use their repertoires of languages-and-knowledge for educational purposes.
This ground-breaking work calls into question the exclusive use of academic English in internationalising higher education teaching and research, arguing that academically literate students can capably use their repertoires of languages-and-knowledge for educational purposes.
Michael Singh is Professor at the Centre for Educational Research, Western Sydney University, Australia Lu Si Yi (¿¿¿) is a Lecturer in Language Education at the School of Applied Foreign Languages, Zhejiang International Students University, People's Republic of China.
Inhaltsangabe
Chapter 1. Post Monolingual Critical Thinking: Multilingual/Monolingual Tensions. Chapter 2: Thinking Critically About Assumptions in the Literature. Chapter 3: Presuppositions about Postmonolingual Critical Thinking. Chapter 4: Pedagogically Engaging Students' Prior Critical Thinking. Chapter 5: Students' Rules for Postmonolingual Critical Thinking. Chapter 6: Reconstructing Postmonolingual Critical Thinking though Popular Culture. Chapter 7: Open-ended Postmonolingual Critical Thinking about the Business of Education. Chapter 8: Intercultural Self-Confidence through Postmonolingual Critical Thinking. Chapter 9: Lessons in Postmonolingual Critical Thinking.
