A termék adatai:
| ISBN13: | 9781350211711 |
| ISBN10: | 13502117111 |
| Kötéstípus: | Keménykötés |
| Terjedelem: | 288 oldal |
| Méret: | 234x156 mm |
| Nyelv: | angol |
| Illusztrációk: | 10 bw illus |
| 681 |
Témakör:
Angol szaknyelv
Nyelvoktatás
Felsőoktatás, felnőttképzés
Nevelési módszerek és gyógypedagógia
További könyvek a pedagógia területén
Angol szaknyelv (karitatív célú kampány)
Nyelvoktatás (karitatív célú kampány)
Felsőoktatás, felnőttképzés (karitatív célú kampány)
Nevelési módszerek és gyógypedagógia (karitatív célú kampány)
További könyvek a pedagógia területén (karitatív célú kampány)
Language, Culture, and Education in an Internationalizing University
Perspectives and Practices of Faculty, Students, and Staff
Kiadó: Bloomsbury Academic
Megjelenés dátuma: 2024. augusztus 22.
Kötetek száma: Hardback
Normál ár:
Kiadói listaár:
GBP 90.00
GBP 90.00
Az Ön ára:
36 817 (35 064 Ft + 5% áfa )
Kedvezmény(ek): 20% (kb. 9 204 Ft)
A kedvezmény érvényes eddig: 2024. december 31.
A kedvezmény csak az 'Értesítés a kedvenc témákról' hírlevelünk címzettjeinek rendeléseire érvényes.
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Hosszú leírás:
This book offers a multi-dimensional analysis of the experiences of faculty, students, and staff at a Canadian university that emphasizes international education, providing an ethnographic lens for understanding globalization and internationalization of higher education on a wider, global scale.
The collaborative work of multiple authors based in different departments and roles within the university offers a holistic picture of current international education policies and practices, and how they coalesce to shape the experiences of all affected stakeholders. The book focuses on questions of cultural difference and the development of intercultural capital and highlights engagement with English dominance, language matters and multilingualism in everyday experiences and pedagogical practices in the institution. The contributors address implications for attending to linguistic and cultural diversity in the policies and practices of an Anglo-dominant university that are applicable to similar contexts worldwide.
As a self-study from a reputed university, the book provides valuable insights for higher education program leaders and decision makers to strategically rethink the value and quality of the internationalization activities they engage in, their scholarship and creative activities, and, above all, their commitment to ethical internationalization.
The collaborative work of multiple authors based in different departments and roles within the university offers a holistic picture of current international education policies and practices, and how they coalesce to shape the experiences of all affected stakeholders. The book focuses on questions of cultural difference and the development of intercultural capital and highlights engagement with English dominance, language matters and multilingualism in everyday experiences and pedagogical practices in the institution. The contributors address implications for attending to linguistic and cultural diversity in the policies and practices of an Anglo-dominant university that are applicable to similar contexts worldwide.
As a self-study from a reputed university, the book provides valuable insights for higher education program leaders and decision makers to strategically rethink the value and quality of the internationalization activities they engage in, their scholarship and creative activities, and, above all, their commitment to ethical internationalization.
Tartalomjegyzék:
List of Contributors
List of Figures
Series Editor Foreword
Foreword
Preface
Acknowledgements
Introduction: Framing Internationalization, Language and Cultural Difference, Kumari Beck (Simon Fraser University, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
1. Faculty Experiences of Teaching with/in Cultural Difference in an Internationalizing University, Kumari Beck (Simon Fraser University, Canada)
2. Content Area Faculty Engagement with Language Matters in an Internationalizing University, Rumiana Ilieva (Simon Fraser University, Canada)
3. Narratives on IELTS Test Writing, Preparation, and English Learning of Chinese International Students in Canada, Zhihua (Olivia) Zhang (Trinity Western University, Canada)
4. Internationalization as Intercultural Capital or "I feel I Am a Cultural Transformer", Aisha Ravindran (University of British Columbia, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
5. Pre-service Teachers' Experiences of Learning with/in Cultural Difference in Study Abroad, Jaswinder (Jas) Uppal-Hershorn (University of the Fraser Valley, Canada) and Kumari Beck (Simon Fraser University, Canada)
6. Challenges Faced by Japanese English Teachers Applying Knowledge after Study Abroad, Steve Marshall (Simon Fraser University, Canada) and Brent Amburgey (Willamette University, USA)
7. Staff as Third Space Professionals, Chelsey Laird (University Mobility for Asia and the Pacific, Canada) and Kumari Beck (Simon Fraser University, Canada)
8. The Experiences of Staff Regarding Language in the Internationalizing University, Camila Miranda (Northeastern University, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
9. Implementing a Post-Entry Language Assessment in a First-Year Engineering Course to Center Academic Language and Literacy in an Internationalizing University, Amanda Wallace (Simon Fraser University, Canada) and Michael Sjoerdsma (Simon Fraser University, Canada)
10. Critical Perspectives towards Assessing Impact and Outcomes in Language Development Within Business Education, Valia Spiliotopoulos (University of Ottawa, Canada)
11. The Development and Impact of a Linguistically Responsive Classroom Series to Address Linguistic Diversity in Higher Education, Amanda Wallace, Eilidh Singh (Simon Fraser University, Canada) and Fiona Shaw (Simon Fraser University, Canada)
Conclusion: Closing Reflections, Kumari Beck (Simon Fraser University, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
Index
List of Figures
Series Editor Foreword
Foreword
Preface
Acknowledgements
Introduction: Framing Internationalization, Language and Cultural Difference, Kumari Beck (Simon Fraser University, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
1. Faculty Experiences of Teaching with/in Cultural Difference in an Internationalizing University, Kumari Beck (Simon Fraser University, Canada)
2. Content Area Faculty Engagement with Language Matters in an Internationalizing University, Rumiana Ilieva (Simon Fraser University, Canada)
3. Narratives on IELTS Test Writing, Preparation, and English Learning of Chinese International Students in Canada, Zhihua (Olivia) Zhang (Trinity Western University, Canada)
4. Internationalization as Intercultural Capital or "I feel I Am a Cultural Transformer", Aisha Ravindran (University of British Columbia, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
5. Pre-service Teachers' Experiences of Learning with/in Cultural Difference in Study Abroad, Jaswinder (Jas) Uppal-Hershorn (University of the Fraser Valley, Canada) and Kumari Beck (Simon Fraser University, Canada)
6. Challenges Faced by Japanese English Teachers Applying Knowledge after Study Abroad, Steve Marshall (Simon Fraser University, Canada) and Brent Amburgey (Willamette University, USA)
7. Staff as Third Space Professionals, Chelsey Laird (University Mobility for Asia and the Pacific, Canada) and Kumari Beck (Simon Fraser University, Canada)
8. The Experiences of Staff Regarding Language in the Internationalizing University, Camila Miranda (Northeastern University, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
9. Implementing a Post-Entry Language Assessment in a First-Year Engineering Course to Center Academic Language and Literacy in an Internationalizing University, Amanda Wallace (Simon Fraser University, Canada) and Michael Sjoerdsma (Simon Fraser University, Canada)
10. Critical Perspectives towards Assessing Impact and Outcomes in Language Development Within Business Education, Valia Spiliotopoulos (University of Ottawa, Canada)
11. The Development and Impact of a Linguistically Responsive Classroom Series to Address Linguistic Diversity in Higher Education, Amanda Wallace, Eilidh Singh (Simon Fraser University, Canada) and Fiona Shaw (Simon Fraser University, Canada)
Conclusion: Closing Reflections, Kumari Beck (Simon Fraser University, Canada) and Roumiana Ilieva (Simon Fraser University, Canada)
Index
