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dc.contributor.editorSu, Lily I-Wen
dc.contributor.editorCheung, Hintat
dc.contributor.editorWu, Jessica R. W.
dc.date.accessioned2021-06-11T02:01:22Z
dc.date.available2021-06-11T02:01:22Z
dc.date.issued2021
dc.date.submitted2021-06-10T09:36:16Z
dc.identifierONIX_20210610_9781000411041_8
dc.identifierhttps://library.oapen.org/handle/20.500.12657/49449
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/70721
dc.description.abstractDue 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.
dc.languageEnglish
dc.relation.ispartofseriesRoutledge Studies in English-Medium Instruction
dc.rightsopen access
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CF Linguisticsen_US
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CJ Language teaching and learningen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychologyen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary educationen_US
dc.subject.otherEMI
dc.subject.otherEnglish-Medium Education
dc.subject.otherHong Kong
dc.subject.otherLanguage Proficiency
dc.subject.otherNNES
dc.subject.othernon-native English-speaking countries
dc.subject.otherTaiwan
dc.titleRethinking EMI
dc.title.alternativeMultidisciplinary Perspectives from Chinese-Speaking Regions
dc.typebook
oapen.identifier.doi10.4324/9780429352362
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.isbn9781000411041
oapen.relation.isbn9781032034386
oapen.relation.isbn9780367370220
oapen.relation.isbn9780429352362
oapen.imprintRoutledge
oapen.pages208
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
oapen.peerreviewProposal review
peerreview.review.typeProposal
peerreview.anonymitySingle-anonymised
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.review.stagePre-publication
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.titleProposal review


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