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The Dimensions of EMI in the International Classroom: Training Teachers for the Future University

The Dimensions of EMI in the International Classroom: Training Teachers for the Future University

Inmaculada Fortanet-Gómez
Copyright: © 2020 |Pages: 20
ISBN13: 9781799823186|ISBN10: 1799823180|ISBN13 Softcover: 9781799823193|EISBN13: 9781799823209
DOI: 10.4018/978-1-7998-2318-6.ch001
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MLA

Fortanet-Gómez, Inmaculada. "The Dimensions of EMI in the International Classroom: Training Teachers for the Future University." Teacher Training for English-Medium Instruction in Higher Education, edited by Maria del Mar Sánchez-Pérez, IGI Global, 2020, pp. 1-20. https://doi.org/10.4018/978-1-7998-2318-6.ch001

APA

Fortanet-Gómez, I. (2020). The Dimensions of EMI in the International Classroom: Training Teachers for the Future University. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education (pp. 1-20). IGI Global. https://doi.org/10.4018/978-1-7998-2318-6.ch001

Chicago

Fortanet-Gómez, Inmaculada. "The Dimensions of EMI in the International Classroom: Training Teachers for the Future University." In Teacher Training for English-Medium Instruction in Higher Education, edited by Maria del Mar Sánchez-Pérez, 1-20. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2318-6.ch001

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Abstract

Teaching in a foreign language has expanded all over the world, mainly with the objective of internationalization. This expansion is especially evident in Europe, and in almost all institutions the language selected for this new trend has been English. New initiatives, such as ICLHE or EMI, require the preparation and training of teachers in order to guarantee success. Training to teach at the university has been a tradition in some countries and institutions. However, this practice was not generalized until the last decades. After a thoroughly recent literature review and a contextual analysis, and based on the experience in pre-service and in-service teacher training for EMI at Universitat Jaume I, the aim of this chapter is to make a proposal for a research-informed teacher training programme that can be effective not only for today's EMI developments, but also for the scenarios university lecturers will encounter in the near future.

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