Input in English-medium instruction
Author(s)
Bibliographic Information
Input in English-medium instruction
(Routledge focus on English medium instruction in higher education / series editors, Annette Bradford and Howard Brown)
Routledge, 2023
- : hbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical refrences and index
Description and Table of Contents
Description
This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.
The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.
Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students' mastery of disciplinary discourse.
Table of Contents
1. "Input Matters" Also in EMI 2. Analysing Classroom Discourse and the Role of Productive Thinking in Teacher-Student Exchanges 3. Development and Application of the Framework for the Analysis of Vocabulary Language-Related Episodes 4. Features of Spoken Input Across the Disciplines and at the Interface Between English-Medium Instruction and Disciplinary Discourse 5. Materials Design for the Development of Subject-Specific Literacies in English-Taught Courses at University 6. EMI With a Twist: a Multimodal Analysis of Student-Teacher Agency in the Classroom 7. EMI Materials Development: Scaffolding Learning of Linguistics in a BA Programme 8. Online Input and EMI Pedagogy in the COVID-19 Pandemic in Italy 9. Input in EMI: Trusting the Process and the Journey
by "Nielsen BookData"