A termék adatai:
| ISBN13: | 9781350373242 |
| ISBN10: | 1350373249 |
| Kötéstípus: | Keménykötés |
| Terjedelem: | 288 oldal |
| Méret: | 234x156 mm |
| Nyelv: | angol |
| Illusztrációk: | 10 bw illus |
| 631 |
Témakör:
Multilingual and Translingual Practices in English-Medium Instruction
Perspectives from Global Higher Education Contexts
Kiadó: Bloomsbury Academic
Megjelenés dátuma: 2024. február 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.
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Hosszú leírás:
English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects.
This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.
This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.
Tartalomjegyzék:
1. Introduction: Multilingual and Translingual Practices in English Medium of Instruction, Samantha Curle (University of Bath, UK), Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)
Part I: Regional Reviews of Translingual and Multicultural Practices
2. Translanguaging in GCC English-Medium Higher Education: A Scoping Review,Sarah Hopkyns (University of St Andrews, UK) and Sara Hillman (Texas A&M University Qatar, Qatar)
3. Multilingual Practices and Disciplinary-Based Functions of Language in EMI Classrooms in Latin America: Insights from Brazil, Colombia, and Mexico, Mario Jose Molina Naar (Universidad de los Andes, Colombia)
Part II: Classroom-Based Translingual and Multi-Cultural Practices
4. Fostering Translanguaging Pedagogy Environment in Indonesian Higher Education EMI Settings: A Critical Discourse Analysis, Nurmala Elmin Simbolon (Politeknik Negeri Pontianak, Indonesia) and Nizamuddin Sadiq (Universitas Islam Indonesia, Indonesia)
5. Translanguaging with Different L1s in a University EMI Course, Be?at Muguruza (University of the Basque Country, Spain)
6. Translanguaging in EMI Classrooms: Exploring teacher educators' practices in the Turkish Higher Education Context, Serdar Tekin (Nevsehir University, Turkey)
7. The Functions of Codeswitching in English Medium Instruction in a Japanese Tertiary Context, Samantha Curle (University of Bath, UK), Wanying Xie (University of Bath, UK), Hongdu Huang (University of Bath, UK) and Dogan Yuksel (Kocaeli University, Turkey)
Part III: Teachers' and Students' Perspectives towards Translingual and Multi-Cultural Practices
8. Over the Quality Aspects of EMI: The Influence of Lecturers' Postgraduate Degree from an Inner-Circle University on Multilingual EMI Students' Academic Success, Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)
9. Promoting Multilingual Pedagogies in Initial English Language Teacher Education: Reflections from Multilingual Turkey, Irem Çomoglu (Dokuz Eylul University, Turkey), Ali Öztüfekçi (Bahçesehir University, Turkey) and Kenan Dikilitas (University of Stavanger, Norway)
10. Lecturers' multilingual practices and ideologies on disciplinary vocabulary: English and Local Languages In Technology, Marta Aguilar-Pérez (Universitat Polit?cnica de Catalunya, Spain)
11. Remapping Sociolinguistic Boundaries and Spaces through Translanguaging Science Discourses: Critical Voices from Iraq, Sami Alhasnawi (University of Al-Qadisiyah, Iraq)
12. Plurilingualism and Interculturality from the Perspectives of English Language Teachers, Emine Pehlivan Sisman (Suleyman Demirel University, Turkey) and Kagan Büyükkarci (Suleyman Demirel University, Turkey)
13. Operationalizing an Approach to Multilingualism with Pre-Service English as an Additional Language (EAL) Teachers in an EMI Context, Anna Krulatz (NTNU, Norway), Mary Ann Christison (University of Utah, USA), Yaqiong (Sue) Xu (NTNU, Norway) and Dianna Walla (NTNU, Norway)
Index
Part I: Regional Reviews of Translingual and Multicultural Practices
2. Translanguaging in GCC English-Medium Higher Education: A Scoping Review,Sarah Hopkyns (University of St Andrews, UK) and Sara Hillman (Texas A&M University Qatar, Qatar)
3. Multilingual Practices and Disciplinary-Based Functions of Language in EMI Classrooms in Latin America: Insights from Brazil, Colombia, and Mexico, Mario Jose Molina Naar (Universidad de los Andes, Colombia)
Part II: Classroom-Based Translingual and Multi-Cultural Practices
4. Fostering Translanguaging Pedagogy Environment in Indonesian Higher Education EMI Settings: A Critical Discourse Analysis, Nurmala Elmin Simbolon (Politeknik Negeri Pontianak, Indonesia) and Nizamuddin Sadiq (Universitas Islam Indonesia, Indonesia)
5. Translanguaging with Different L1s in a University EMI Course, Be?at Muguruza (University of the Basque Country, Spain)
6. Translanguaging in EMI Classrooms: Exploring teacher educators' practices in the Turkish Higher Education Context, Serdar Tekin (Nevsehir University, Turkey)
7. The Functions of Codeswitching in English Medium Instruction in a Japanese Tertiary Context, Samantha Curle (University of Bath, UK), Wanying Xie (University of Bath, UK), Hongdu Huang (University of Bath, UK) and Dogan Yuksel (Kocaeli University, Turkey)
Part III: Teachers' and Students' Perspectives towards Translingual and Multi-Cultural Practices
8. Over the Quality Aspects of EMI: The Influence of Lecturers' Postgraduate Degree from an Inner-Circle University on Multilingual EMI Students' Academic Success, Mehmet Altay (Kocaeli University, Turkey) and Dogan Yuksel (Open University, UK)
9. Promoting Multilingual Pedagogies in Initial English Language Teacher Education: Reflections from Multilingual Turkey, Irem Çomoglu (Dokuz Eylul University, Turkey), Ali Öztüfekçi (Bahçesehir University, Turkey) and Kenan Dikilitas (University of Stavanger, Norway)
10. Lecturers' multilingual practices and ideologies on disciplinary vocabulary: English and Local Languages In Technology, Marta Aguilar-Pérez (Universitat Polit?cnica de Catalunya, Spain)
11. Remapping Sociolinguistic Boundaries and Spaces through Translanguaging Science Discourses: Critical Voices from Iraq, Sami Alhasnawi (University of Al-Qadisiyah, Iraq)
12. Plurilingualism and Interculturality from the Perspectives of English Language Teachers, Emine Pehlivan Sisman (Suleyman Demirel University, Turkey) and Kagan Büyükkarci (Suleyman Demirel University, Turkey)
13. Operationalizing an Approach to Multilingualism with Pre-Service English as an Additional Language (EAL) Teachers in an EMI Context, Anna Krulatz (NTNU, Norway), Mary Ann Christison (University of Utah, USA), Yaqiong (Sue) Xu (NTNU, Norway) and Dianna Walla (NTNU, Norway)
Index
