1st Edition
Language Issues in English Medium Instruction Theoretical Orientations and Cases from Disciplinary Practitioners
Tsui and Macaro's volume addresses a central issue in English Medium Instruction (EMI) and draws on research and practice from both content teachers and language specialists.
It covers a range of academic disciplines and contains contributions by internationally recognized researchers and practitioners in EMI as well as covering both the theoretical orientations and pedagogical practices of EMI. The chapters provide an in-depth account of how language needs to be integrated into the various academic subjects being taught through the medium of English in higher education in non-anglophone countries. Its contributors are either second language specialists or teachers directly responsible for teaching in the different disciplines. The book calls for a much greater collaboration between these actors and for a sense of shared responsibility for ensuring that English Medium Instruction, a phenomenon that is now established world-wide, is successful for all students.
It will be of interest to students, researchers and teachers of English medium instruction in both secondary and higher education
1. Language Issues: Theoretical Orientations and Approaches in EMI Content Teaching and Learning Research Amy Bik May Tsui & Ernesto Macaro 2. First Language Use and Language Learner Strategies in EMI Higher Education Ernesto Macaro 3. Linguistic Mediation of Learning Processes in Content Classrooms Amy Bik May Tsui 4. Disciplinary Literacy and English-Medium Instruction: Multilingual, Multimodal and Multifunctional Considerations John Airey 5. Similarities and Differences in EMI Disciplinary Knowledge Construction Flor de Lis González-Mujico and David Lasagabaster 6. Disciplinary Teachers and Content: Language Impacts Robert Wilkinson 7. Teachers’ Language Awareness and Language Related Episodes (LRE) Revisited: The Case of EMI in Computer Engineering Amy Bik May Tsui, Chao Wang, Jun-Jie Tseng, Mei-Lan Lo and Michelle Meng Ding Liu 8. Language and Conceptual Change: The case of teaching ethnomusicology through EMI Amy Bik May Tsui, Hsin-Wen Hsu and Pei-ling Huang 9. Pedagogical considerations in EMI: Exploring the different disciplines Shengyen Lu, Yu Lim Chen, Valerie W. Y. Yip and Ernesto Macaro 10. Coping With the Language Challenges of English-medium Disciplinary Textbooks Yuh-show Cheng, Hsin-nan Yeh and Chiou-lan Chern 11. Conclusion: The multiple dimensions of English Medium Instruction Ernesto Macaro and Amy Bik May Tsui
Biography
Amy B.M. Tsui is Yu-Shan Fellow and Chair professor of the English Department at National Taiwan Normal University and Professor Emerita at The University of Hong Kong (HKU). She is also former Pro-Vice-Chancellor and Vice-President at HKU during which she led the historic reform of undergraduate education across the university. She has published extensively on language policy, classroom discourse, conversational analysis, teacher development and teacher expertise. She obtained her PhD in linguistics at Birmingham University (U.K.) and was awarded Doctor of Education (honoris causa) by the University of Edinburgh (U.K.) in 2015, in recognition of her outstanding contribution to teaching and learning in higher education and her research excellence.
Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford in the Department of Education, of which he is also a former Director. Before becoming a teacher educator and researcher he was a language teacher in secondary schools in the UK for 16 years. His research has focused on second language learning strategies and on the interaction between teachers and learners in second language classrooms. He now applies these foci to classrooms where academic content is being taught through English. He has published widely on these topics and is now considered a world-expert on English Medium Instruction.
