- We will send in 10–14 business days.
/images/books/13004434/9783031199035.jpg)
- Author: Jinghe Han
- Publisher: Springer
- ISBN-10: 3031199030
- ISBN-13: 9783031199035
- Format: 14.4 x 22.4 x 1 cm, minkšti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers' linguistic 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 upon EMI lecturers' culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers' closely related cultural and educational system, and restricted by the available resources.
This is an open access book.
EXTRA 10 % discount with code: EXTRA
The promotion ends in 21d.08:59:16
The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Jinghe Han
- Publisher: Springer
- ISBN-10: 3031199030
- ISBN-13: 9783031199035
- Format: 14.4 x 22.4 x 1 cm, minkšti viršeliai
- Language: English English
From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers' linguistic 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 upon EMI lecturers' culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers' closely related cultural and educational system, and restricted by the available resources.
This is an open access book.
Reviews