Rethinking EMI Multidisciplinary Perspectives from Chinese-Speaking Regions
Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI imple...
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| Hlavní autori: | , , |
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| Médium: | E-kniha |
| Jazyk: | English |
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Oxford
Routledge
2021
Taylor and Francis No Funder Information Available Taylor & Francis |
| Vydanie: | 1 |
| Edícia: | Routledge Studies in English-Medium Instruction |
| Predmet: | |
| ISBN: | 1032034386, 9780367370220, 0367370220, 9781032034386, 9781000411058, 1000411052, 9780429352362, 1000411044, 9781000411041, 0429352360 |
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| Abstract | Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. “The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/ISBN, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. |
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| AbstractList | Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students' learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, this book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars of EMI implementation in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. “The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/ISBN, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. “The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/ISBN, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. 1. Exploring the Language and Pedagogical Models Suitable for EMI in Chinese-Speaking Higher Education Contexts ( Joyce Shao CHIN and Naihsin LI) 2. Implementing EMI in Medical Education in Taiwan ( Shun-hua WEI and Jonathon HRICKO) 3. EMI for Information Engineering Students: A Case Study ( Sally CHEN and Shou-De LIN) 4. Supporting Students’ Summary Writing Skills in English Medium Instruction in the University Context ( Yangyu XIAO and Hintat CHEUNG) 5. Conducting EMI with Students of Diversified Backgrounds: The Case of Business Management ( Hsiou-Wei William LIN and Anita Chunwen LIN) 6. The Use of English in Linguistics Classes: When and How Do We Do It? ( Miao-Hsia CHANG and Li-Hsin NING) 7. Assessment Practices in the EMI classroom in Chinese-Speaking Higher Education Contexts: Challenges and Considerations ( Naihsin LI and Jessica R. W. WU) 8. A Dynamic Language Ability System Framework for Diagnosing EMI Students’ Readiness of English Language Ability ( Yuyang CAI and Hintat CHEUNG) 9. Toward an Effective Transition to Adopting English as the Medium of Instruction: A Case from Hong Kong ( Tae-Hee CHOI and Bob ADAMSON) 10. Conclusion: Dynamic Interactions Across Academic Disciplines ( Hintat CHEUNG) 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). Open access – no commercial reuse |
| Author | Lily I-Wen Su Jessica R. W. Wu Hintat Cheung |
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| Copyright | 2021 selection and editorial matter, Lily I-wen Su, Hintat Cheung, and Jessica R. W. Wu; individual chapters, the contributors |
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| Keywords | EMI Teaching EMI Policy Hong Kong EMI Context Esp Course EMI Class Business Management Field EMI Program Discipline Specific Language NNES NNES Teacher Specialty Competence EMI Teacher non-native English-speaking countries English-Medium Education EMI School Language Proficiency High Quality Medical Education Taiwanese Higher Education EMI Course LOA EMI Target Oriented Curriculum International MBA Program EMI Classroom Professional Development Business Cases Summary Writing Taiwan TOEFL iBT Varying English Proficiency Levels Tertiary Education |
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| Snippet | Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of... |
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| SubjectTerms | Bilingualism Bilingualism and multilingualism Business Cases Business Management Field Discipline Specific Language Education EMI EMI Class EMI Classroom EMI Context EMI Course EMI Policy EMI Program EMI School EMI Teacher EMI Teaching English for Academic Purposes and English for Specific Purposes English Language English Language Teaching English-Medium Education ESL Esp Course High Quality Medical Education Higher Education Higher education, tertiary education Hong Kong International & Comparative Education International MBA Program Language acquisition Language and Education Language and Linguistics Language learning for specific purposes Language Proficiency Language teaching and learning Language teaching theory and methods Language: history and general works Language: reference and general Linguistics LOA NNES NNES Teacher non-native English-speaking countries Philosophy and theory of education Professional Development Psycholinguistics and cognitive linguistics Second Language Acquisition Society and Social Sciences Summary Writing Taiwan Taiwanese Higher Education Tertiary Education Theories of Learning Varying English Proficiency Levels |
| Subtitle | Multidisciplinary Perspectives from Chinese-Speaking Regions |
| Title | Rethinking EMI |
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