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008 210201s2021 enk ob 001 0 eng
040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a0429352360
020 _a9780429352362
_q(electronic bk.)
020 _a9781000411041
_q(electronic bk. : PDF)
020 _a1000411044
_q(electronic bk. : PDF)
020 _a9781000411058
_q(electronic bk. : EPUB)
020 _a1000411052
_q(electronic bk. : EPUB)
020 _z9780367370220
_q(hbk)
035 _a(OCoLC)1236900963
035 _a(OCoLC-P)1236900963
050 0 0 _aLB2331.25
072 7 _aLAN
_x009000
_2bisacsh
072 7 _aLAN
_x020000
_2bisacsh
072 7 _aEDU
_x051000
_2bisacsh
072 7 _a2AB
_2bicssc
082 0 0 _a372.60951
_223
245 0 0 _aRethinking EMI :
_bmultidisciplinary perspectives from Chinese-speaking regions /
_cedited by Lily I-wen Su, Hintat Cheung, Jessica R. W. Wu.
264 1 _aAbingdon, Oxon ;
_aNew York, NY :
_bRoutledge,
_c2021.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bn
_2rdamedia
338 _aonline resource
_bnc
_2rdacarrier
490 0 _aRoutledge studies in English-medium instruction RREMI
520 _a"Due to its practical value in obtaining an edge in global competition, 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 a content instructor respond to situations in which students' learning of content knowledge is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplinary 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 an L1 as the medium of instruction in tertiary education. In addition, the book includes systematic discussions about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders, which include administrators, teachers, and students, for such programs. 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"--
_cProvided by publisher.
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aEnglish-medium instruction
_zChina.
_919358
650 0 _aLanguage and education
_zChina.
_919359
650 0 _aEnglish language
_xStudy and teaching
_zChina.
_919360
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers.
_919361
650 0 _aLanguage arts
_xCorrelation with content subjects
_zChina.
_919362
650 7 _aLANGUAGE ARTS & DISCIPLINES / Linguistics
_2bisacsh
650 7 _aLANGUAGE ARTS & DISCIPLINES / Study & Teaching
_2bisacsh
_919366
700 1 _aSu, Yiwen,
_eeditor.
_919367
700 1 _aCheung, Hintat,
_eeditor.
_919368
700 1 _aWu, Jessica R. W.,
_eeditor.
_919369
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9780429352362
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942 _cEBK
999 _c3645
_d3645