標(biāo)題: Titlebook: English Medium Instruction as a Local Practice; Language, culture an Jinghe Han Book‘‘‘‘‘‘‘‘ 2023 The Editor(s) (if applicable) and The Aut [打印本頁(yè)] 作者: enamel 時(shí)間: 2025-3-21 17:31
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書(shū)目名稱English Medium Instruction as a Local Practice影響因子(影響力)學(xué)科排名
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書(shū)目名稱English Medium Instruction as a Local Practice網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
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書(shū)目名稱English Medium Instruction as a Local Practice讀者反饋
書(shū)目名稱English Medium Instruction as a Local Practice讀者反饋學(xué)科排名
作者: 夾死提手勢(shì) 時(shí)間: 2025-3-21 23:04
Conceptualization of English Medium Instruction,ltimedia technology. It influences and is influenced by mode, field, tenor and context. The ‘Instruction’ is theorized as a set of principles encapsulating EMI lecturers’ pedagogical stance and reflects how they position the learners. Moving beyond the general, simplistic descriptions of EMI prevale作者: 慷慨不好 時(shí)間: 2025-3-22 02:08 作者: 觀察 時(shí)間: 2025-3-22 07:37
,Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers,al differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter an作者: rectum 時(shí)間: 2025-3-22 09:54
,When Structuralism and Post-structuralism Collide: EMI Lecturers’ Monolingual Ideology and Translanent in English were open and receptive to translanguaging practices. This group of lecturers, whilst in the minority, drew positively on translanguaging in their EMI teaching to enhance students’ learning and engagement. They confirmed their comfort and confidence integrating both languages in EMI t作者: 表皮 時(shí)間: 2025-3-22 12:58 作者: 表皮 時(shí)間: 2025-3-22 18:13 作者: hallow 時(shí)間: 2025-3-22 22:03 作者: 宇宙你 時(shí)間: 2025-3-23 01:22 作者: 主講人 時(shí)間: 2025-3-23 06:35
https://doi.org/10.1007/978-94-007-6704-1ent in English were open and receptive to translanguaging practices. This group of lecturers, whilst in the minority, drew positively on translanguaging in their EMI teaching to enhance students’ learning and engagement. They confirmed their comfort and confidence integrating both languages in EMI t作者: 假 時(shí)間: 2025-3-23 10:42 作者: 影響 時(shí)間: 2025-3-23 16:33
English Medium Instruction as a Local Practice978-3-031-19904-2Series ISSN 2211-1921 Series E-ISSN 2211-193X 作者: Agronomy 時(shí)間: 2025-3-23 21:37
https://doi.org/10.1057/978-1-349-95356-1zation of higher education within the current neoliberal global economy, and the swift move in the countries of the Expanding Circle towards EMI delivery as a strategy to expand academics’ and universities’ global agendas. This Chapter points to the theoretical and methodological limitations in curr作者: GIST 時(shí)間: 2025-3-23 23:06
https://doi.org/10.1007/978-981-19-6763-4efinitions; appears to replicate more of the same and is based on what could be labeled ‘convenient’ studies. EMI research designed for change and innovation, aiming to propose solutions or generate frameworks for improvement in practice, is wanting. This Chapter addresses the complexities of EMI th作者: 載貨清單 時(shí)間: 2025-3-24 04:00
The Medieval Life of King Alfred the Greathis research?data. It counters a predominance in the current literature highlighting EMI research on language with less concern on pedagogy. Evidence of the EMI lecturers’ actual classroom instructions and their pedagogical positions were collected and analyzed. Their instruction was identified as b作者: 職業(yè)拳擊手 時(shí)間: 2025-3-24 06:50
Malcolm K. Hughes,Henry F. Diaz teaching practice in EMI classes by focusing on the Chinese EMI lecturers’ specific engagement strategies. Examining engagement allows this research to respond to two concerns raised in current literature: (i) that expository pedagogy and its aligned instruction will generate less classroom engagem作者: CYN 時(shí)間: 2025-3-24 10:54 作者: 1FAWN 時(shí)間: 2025-3-24 18:55
https://doi.org/10.1007/978-1-4684-6497-9ow turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language user作者: 侵害 時(shí)間: 2025-3-24 22:54 作者: 神圣將軍 時(shí)間: 2025-3-24 23:40
The Medium of Contingency 978-1-137-28654-3rovides a summary of the findings from this research and its implications for EMI pedagogy in higher education. This Chapter concludes by proposing a practical EMI teaching framework. Its development is based on the insights gleaned from this research and the years of my experience as an EMI facilit作者: 忙碌 時(shí)間: 2025-3-25 05:31 作者: 認(rèn)為 時(shí)間: 2025-3-25 11:28 作者: Musket 時(shí)間: 2025-3-25 13:10 作者: Lobotomy 時(shí)間: 2025-3-25 16:19
The Research on English Medium Instruction and a Proposed Constructivist EMI Teaching Framework,practical EMI teaching framework. Its development is based on the insights gleaned from this research and the years of my experience as an EMI facilitator for academics’ professional learning in higher education settings.作者: Left-Atrium 時(shí)間: 2025-3-25 21:48
https://doi.org/10.1057/978-1-349-95356-1ent EMI research as convenient and unsystematic. Consequently, the knowledge generation to inform EMI teaching is limited. It concludes with an outline of the structure of the book highlighting the key foci for each Chapter.作者: BRAVE 時(shí)間: 2025-3-26 03:27 作者: 發(fā)炎 時(shí)間: 2025-3-26 04:37
The Medium of Contingency 978-1-137-28654-3practical EMI teaching framework. Its development is based on the insights gleaned from this research and the years of my experience as an EMI facilitator for academics’ professional learning in higher education settings.作者: generic 時(shí)間: 2025-3-26 10:20
Book‘‘‘‘‘‘‘‘ 2023linguistic and pedagogical characteristics. This book demonstrate that ‘English’ in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process. ?..This book reflects u作者: 我不重要 時(shí)間: 2025-3-26 12:51
English Medium Instruction: Expanding Notions of English Hegemony and Colonization,ent EMI research as convenient and unsystematic. Consequently, the knowledge generation to inform EMI teaching is limited. It concludes with an outline of the structure of the book highlighting the key foci for each Chapter.作者: 死亡 時(shí)間: 2025-3-26 17:25 作者: ingrate 時(shí)間: 2025-3-26 21:09
https://doi.org/10.1007/978-1-4614-3326-2fer as right or wrong, correct or incorrect, perfect or deficit. It has implemented a post-structuralist interpretation of this phenomenon by proposing ‘explicit’ and ‘implicit’ transfer and acknowledging L1-influenced EMI lecturers’ English as a temporary form of languaging within the translaguaging process.作者: Agility 時(shí)間: 2025-3-27 01:09
,Chinese Lecturers’ Pedagogical Position and Instructional Practice in EMI Teaching,heir educational culture. Perceiving undergraduate education as the foundational stage of tertiary education and their self-assessment of their role as the main knowledge resource contributed to their distinctive pedagogical view and instructional practices in EMI teaching.作者: 辮子帶來(lái)幫助 時(shí)間: 2025-3-27 08:19 作者: CLOUT 時(shí)間: 2025-3-27 09:40
English Medium Instruction: Expanding Notions of English Hegemony and Colonization,zation of higher education within the current neoliberal global economy, and the swift move in the countries of the Expanding Circle towards EMI delivery as a strategy to expand academics’ and universities’ global agendas. This Chapter points to the theoretical and methodological limitations in curr作者: candle 時(shí)間: 2025-3-27 16:31 作者: Catheter 時(shí)間: 2025-3-27 20:55
,Chinese Lecturers’ Pedagogical Position and Instructional Practice in EMI Teaching,his research?data. It counters a predominance in the current literature highlighting EMI research on language with less concern on pedagogy. Evidence of the EMI lecturers’ actual classroom instructions and their pedagogical positions were collected and analyzed. Their instruction was identified as b作者: 可商量 時(shí)間: 2025-3-27 23:30 作者: ADOPT 時(shí)間: 2025-3-28 04:47 作者: 情愛(ài) 時(shí)間: 2025-3-28 06:29
