English Medium Instruction in Higher Education in Asia-Pacific

From Policy to Pedagogy
Softcover Nachdruck of the original 1. Auflage 2017
ISBN: 978-3-319-84789-4
Verlag: Springer International Publishing

Buch, Englisch, Band 21, 320 Seiten, Paperback, Format (B × H): 155 mm x 235 mm, Gewicht: 4978 g

Reihe: Multilingual Education

This volume draws together the viewpoints and research findings of leading scholars and informed local practitioner-researchers throughout Asia-Pacific about the issues and challenges of English as a medium of instruction (EMI) at higher education institutions in that region. Specifically, it addresses four key themes: Macro-level EMI policy and practice; institutional implications for pedagogy; stakeholder perceptions of EMI; and challenges of interpersonal interaction in EMI contexts. The book is among the first to critically examine the emerging global phenomenon of English as a medium of instruction, and the first title to exclusively explore Asia-Pacific tertiary contexts. It will be of particular interest to policy-makers in international education and tertiary educators seeking blueprints for practice, as well as scholars and postgraduate students of English as a lingua franca, English for academic purposes, academic language and learning, and language education in Asia-Pacific.

Zielgruppe

Research

Autoren/Hrsg.

Fenton-Smith, Ben

Walkinshaw, Ian

Humphreys, Pamela

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

EMI issues and challenges in Asia-Pacific higher education: An introduction By Ian Walkinshaw, Ben Fenton-Smith & Pamela Humphreys.- Part I The languages of higher education in East and Southeast Asia: Will EMI lead to Englishization? By Andy Kirkpatrick.- EMI programs in a Vietnamese university: Language, pedagogy and policy issues By Nguyen Thu Huong, Ian Walkinshaw and Pham Hoa Hiep.- English medium instruction in Korean higher education: Challenges and future directions By Eun Gyong (E.G.) Kim.- English medium instruction in higher education in Pakistan: Policies, perceptions, problems and possibilities By Ahmar Mahboob.- EMI in Anglophone nations: Contradiction in terms or cause for consideration? By Pamela Humphreys.-The significance of EMI for the learning of EIL in higher education: Four cases from Japan By Nobuyuki Hino.- English as a medium of instruction in Singapore higher education By Kingsley Bolton and Werner Botha.- Language policy and Transnational Education (TNE) institutions: What role for what English? By Stuart Perrin.- A case study of assessment in English medium instruction in Cambodia By Stephen Moore.- Part II Professional development for EMI: Exploring Taiwanese lecturers’ needs By Ben Fenton-Smith, Christopher Stillwell and Roger Dupuy.- “Being a professor and doing EMI properly isn’t easy”. An identity-theoretic investigation of content teachers’ attitudes towards EMI at a university in Hong Kong By John Trent.-English as a medium of instruction in Indonesian higher education: A study of lecturers’ perceptions By Anita Dewi.- Multilinguals and translanguaging in the teaching of and through English: Rethinking linguistic boundaries in an Australian university By Kathleen Heugh, Li Xuan and Song Ying.-English medium education in a university in Brunei Darussalam: Code-switching and intelligibility By Ishamina Athirah and David Deterding.- Unwritten rules: Code choice in task-based learner discourse in an EMI context in Japan By Paul Moore.