標(biāo)題: Titlebook: English-Medium Instruction Translanguaging Practices in Asia; Theories, Frameworks Wenli Tsou,Will Baker Book 2021 The Editor(s) (if applic [打印本頁(yè)] 作者: 歸納 時(shí)間: 2025-3-21 18:34
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia影響因子(影響力)
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia影響因子(影響力)學(xué)科排名
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia被引頻次
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia被引頻次學(xué)科排名
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書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia年度引用學(xué)科排名
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia讀者反饋
書(shū)目名稱English-Medium Instruction Translanguaging Practices in Asia讀者反饋學(xué)科排名
作者: 藝術(shù) 時(shí)間: 2025-3-21 23:17
English-Medium Instruction Translanguaging Practices in Asia978-981-16-3001-9作者: lymphedema 時(shí)間: 2025-3-22 00:58
English as a Lingua Franca, Translanguaging, and EMI in Asian Higher Education: Implications for Pedsented which center on greater awareness of the multilingual and multicultural nature of EMI/EME and accompanying classroom practices which value students’ and teachers’ full linguistic and sociocultural repertories.作者: 圓木可阻礙 時(shí)間: 2025-3-22 05:00 作者: 收到 時(shí)間: 2025-3-22 12:10
Translanguaging Strategies for EMI Instruction in Taiwanese Higher Educationgage students’ participation and enhance communication fluency, but it may be less advantageous to students who are not competent in all the applied languaging resources. More instructional than interactional strategies were found in the data, though the difference between the two types was small. T作者: 拉開(kāi)這車床 時(shí)間: 2025-3-22 13:27
Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspectiveled video-recorded EMI classrooms, four types of strategic use of L1 were identified: adopting L1 for domain-specific knowledge, complementing English with L1, L1 recast, and utilizing L1 for localized knowledge. These strategies reflected a translanguaging practice that mobilises L1 and other local作者: 拉開(kāi)這車床 時(shí)間: 2025-3-22 20:01
Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agencyagency. This chapter shows the EFL context in the target programs affords translanguaging as a natural yet limited practice and that the use of different resources reflects learner enactment of their agency. The positive consequence of students’ translanguaging motivates them to continue to engage i作者: CRUMB 時(shí)間: 2025-3-22 21:38 作者: Generalize 時(shí)間: 2025-3-23 02:20 作者: 初次登臺(tái) 時(shí)間: 2025-3-23 06:06 作者: 痛得哭了 時(shí)間: 2025-3-23 10:39
John A. Barry,Roger Kingerlee,Luke Sullivanry mixed (Kaur et al. in English language education policy in Asia. Springer International Publishing, Cham, 2016). In this chapter, we propose that two of the causes of this perceived lack of success are an unrealistic focus on Anglophone “native speaker” English and a lack of recognition of the mu作者: alleviate 時(shí)間: 2025-3-23 17:44
The Palgrave Handbook of Management Historygage students’ participation and enhance communication fluency, but it may be less advantageous to students who are not competent in all the applied languaging resources. More instructional than interactional strategies were found in the data, though the difference between the two types was small. T作者: Cosmopolitan 時(shí)間: 2025-3-23 18:00 作者: Decimate 時(shí)間: 2025-3-24 01:09
https://doi.org/10.1057/978-1-137-58538-7agency. This chapter shows the EFL context in the target programs affords translanguaging as a natural yet limited practice and that the use of different resources reflects learner enactment of their agency. The positive consequence of students’ translanguaging motivates them to continue to engage i作者: Protein 時(shí)間: 2025-3-24 02:24 作者: Phenothiazines 時(shí)間: 2025-3-24 10:34
and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction?classrooms are examined..978-981-16-3003-3978-981-16-3001-9作者: 小臼 時(shí)間: 2025-3-24 13:06
Book 2021on issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction?policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction?peda作者: Angioplasty 時(shí)間: 2025-3-24 16:56 作者: 凈禮 時(shí)間: 2025-3-24 22:08 作者: textile 時(shí)間: 2025-3-25 02:27
https://doi.org/10.1007/978-3-030-28076-5esponse to immediate needs and interests. One participant had a .?period where he could use his three languages socially while delaying further formal study. The other participant focused on his L3 due to intrinsic motivation derived from its proximity to his L1.作者: NEXUS 時(shí)間: 2025-3-25 07:21
Translanguaging and English-Within-Multilingualism in the Japanese EMI Contextideological monolingualism. EMF awareness integrates the conceptual understanding of EMF and relevant notions with motivational attitudes and effective communication practices. Empirical data suggest that EMF awareness should find its place in EMI, and international higher education more broadly, within Japan and potentially beyond.作者: 高度 時(shí)間: 2025-3-25 08:29 作者: scoliosis 時(shí)間: 2025-3-25 13:57
Translanguaging as a Glocalized Strategy for EMI in AsiaThen, related concepts and the use of translanguaging as a glocalized strategy in Asia’s ELF contexts are discussed. Finally, an overview of the chapters by researchers contributing to this volume is provided.作者: 充滿人 時(shí)間: 2025-3-25 19:06
https://doi.org/10.1007/978-3-031-13206-3anguages contributes to generating bottom-up policy at classroom level, which may or may not adhere to the top-down policy. Based on the findings and discussion, recommendations regarding EMI implementations and EMI pedagogical practices for lecturers are proposed.作者: 注視 時(shí)間: 2025-3-25 23:44
Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vianguages contributes to generating bottom-up policy at classroom level, which may or may not adhere to the top-down policy. Based on the findings and discussion, recommendations regarding EMI implementations and EMI pedagogical practices for lecturers are proposed.作者: gonioscopy 時(shí)間: 2025-3-26 00:08
https://doi.org/10.1057/978-1-137-54911-2Then, related concepts and the use of translanguaging as a glocalized strategy in Asia’s ELF contexts are discussed. Finally, an overview of the chapters by researchers contributing to this volume is provided.作者: surmount 時(shí)間: 2025-3-26 06:13 作者: BLANC 時(shí)間: 2025-3-26 12:28
https://doi.org/10.1057/978-1-137-54911-2s chapter first describes the features of EMI programs, and how the phenomenon of English as a lingua franca (ELF) has introduced new directions and insights in English education. This is followed by an overview of the opportunities and key challenges of EMI at the policy and implementation levels. 作者: Affirm 時(shí)間: 2025-3-26 12:47 作者: 支架 時(shí)間: 2025-3-26 20:10 作者: 嫌惡 時(shí)間: 2025-3-26 21:56
John A. Barry,Roger Kingerlee,Luke Sullivan the number of EMI (English Medium Instruction) courses (Lavankura in J Stud Int Educ 17:663–676, 2013). Furthermore, as English has been officially adopted as the ASEAN lingua franca since 1967 (Kirkpatrick in English as a lingua franca in ASEAN. Hong Kong University Press, Hong Kong, 2010), releva作者: cutlery 時(shí)間: 2025-3-27 01:35
The Palgrave Handbook of Management Historyhers in Taiwanese universities, typically with little EMI pedagogical training, need to cope with students speaking different native languages with mixed English proficiency levels. Using multiple languaging resources with other modalities, or known as translanguaging, seems a promising approach to 作者: Tempor 時(shí)間: 2025-3-27 06:01 作者: PLAYS 時(shí)間: 2025-3-27 09:25 作者: Emasculate 時(shí)間: 2025-3-27 16:11
https://doi.org/10.1007/978-3-030-28076-5franca influences attitudes to languages other than English. We describe Japanese undergraduates who studied English and Chinese in Taiwan during an 11-month study abroad programme. Following a survey of their translanguaging practices in Japanese (L1), English (L2) and Chinese (L3), we interviewed 作者: craven 時(shí)間: 2025-3-27 18:17
https://doi.org/10.1057/978-1-137-58538-7agency. Through a qualitative case study exploring the perspectives of local and international students in an English-taught program in business in a private university in Taiwan, this chapter explores the use of native languages in classroom interaction in translanguaging practices as well as learn作者: 技術(shù) 時(shí)間: 2025-3-27 23:44
id this process we make use of the ROAD-MAPPING framework (Dafouz and Smit in ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan UK, Cham, Switzerland, 2020). This framework provides a structure for drawing out key elements from the chapters and also enable作者: 紋章 時(shí)間: 2025-3-28 04:09 作者: 多山 時(shí)間: 2025-3-28 09:09 作者: 起來(lái)了 時(shí)間: 2025-3-28 14:17
http://image.papertrans.cn/e/image/311241.jpg作者: 山崩 時(shí)間: 2025-3-28 17:31
Translanguaging as a Glocalized Strategy for EMI in Asias chapter first describes the features of EMI programs, and how the phenomenon of English as a lingua franca (ELF) has introduced new directions and insights in English education. This is followed by an overview of the opportunities and key challenges of EMI at the policy and implementation levels. 作者: 物質(zhì) 時(shí)間: 2025-3-28 19:39 作者: ungainly 時(shí)間: 2025-3-28 23:40 作者: 高興去去 時(shí)間: 2025-3-29 04:24
Translanguaging and Language Policy in Thai Higher Education EMI Programs the number of EMI (English Medium Instruction) courses (Lavankura in J Stud Int Educ 17:663–676, 2013). Furthermore, as English has been officially adopted as the ASEAN lingua franca since 1967 (Kirkpatrick in English as a lingua franca in ASEAN. Hong Kong University Press, Hong Kong, 2010), releva作者: Aggregate 時(shí)間: 2025-3-29 07:55 作者: MAOIS 時(shí)間: 2025-3-29 13:02 作者: Conspiracy 時(shí)間: 2025-3-29 17:26 作者: 披肩 時(shí)間: 2025-3-29 20:30
“I Forgot the Language:” Japanese Students’ Actual Multilingual Selves and Translanguaging Challengefranca influences attitudes to languages other than English. We describe Japanese undergraduates who studied English and Chinese in Taiwan during an 11-month study abroad programme. Following a survey of their translanguaging practices in Japanese (L1), English (L2) and Chinese (L3), we interviewed
