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What is EMI (English-Medium Instruction)

Chapter 5
Examining Content and Language Integrated Learning (CLIL) Theories and Practices
Teaching/learning of academic disciplines in English (non-native for students) language.
Published in Chapter:
On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University
Eduard Krylov (Kalashnikov Izhevsk State Technical University, Russia)
Copyright: © 2020 |Pages: 18
DOI: 10.4018/978-1-7998-3266-9.ch005
Abstract
Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 15
Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology
Educational practices in which lecturers do their teaching in English as a foreign or additional language, normally in line with university internationalisation policies.
Published in Chapter: Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology; From: Examining Content and Language Integrated Learning (CLIL) Theories and Practices
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 7
CLIL Pedagogy: Insights and Practices – The Case of Tomsk Polytechnic University
Educational practices in which lecturers do their teaching in English as a foreign or additional language, normally in line with university internationalization policies.
Published in Chapter: CLIL Pedagogy: Insights and Practices – The Case of Tomsk Polytechnic University; From: Examining Content and Language Integrated Learning (CLIL) Theories and Practices
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 8
Implementing English-Taught Programmes in Higher Education in Spain: The Case of the University of Córdoba
Educational practices in which lecturers do their teaching in English as a foreign or additional language, normally in line with university internationalisation policies.
Published in Chapter: Implementing English-Taught Programmes in Higher Education in Spain: The Case of the University of Córdoba; From: Examining Content and Language Integrated Learning (CLIL) Theories and Practices
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 8
“He's a Good Lecturer in Any Language”: Shifting From L1 to English and Implications for EMI Training
The use of English as the language of instruction in contexts in which English is a foreign language (usually in higher education). It stands in contrast with ICLHE or CLIL, as EMI does not usually involve an explicit focus on language.
Published in Chapter: “He's a Good Lecturer in Any Language”: Shifting From L1 to English and Implications for EMI Training; From: Teacher Training for English-Medium Instruction in Higher Education
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Chapter 2
Linguodidactic Analysis of Professionally-Oriented Language Education and CLIL Special Features
Educational practices in which lecturers do their teaching in English as a foreign or additional language, normally in line with university internationalisation policies.
Published in Chapter: Linguodidactic Analysis of Professionally-Oriented Language Education and CLIL Special Features; From: Examining Content and Language Integrated Learning (CLIL) Theories and Practices
Full Text Chapter Download: US $37.50 Add to Cart
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