This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications. The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains ...
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This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications. The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials. Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students' mastery of disciplinary discourse.
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Seller's Description:
New. Trade paperback (US). Glued binding. 130 p. Contains: Illustrations, black & white, Halftones, black & white, Line drawings, black & white, Tables, black & white. Routledge Focus on English-Medium Instruction in Higher Education.
