English-Medium Instruction at Universities : : Global Challenges / / ed. by Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Ball, Phil,; Coleman, Jim,; Cots, Josep Maria,; Doiz, Aintzane,; Donitsa-Schmidt, Smadar,; García, Ofelia,; Inbar-Lourie, Ofra,; Kidd, Martin,; Lasagabaster, David,; Li, David C. S.,; Lindsay, Diana,; Nikula, Tarja,; Pujol-Ferran, Mercè,; Reddy, Pooja,; Saarinen, Taina,; Shohamy, Elana,; Sierra, Juan Manuel,; Walt, Christa van der,; Wilkinson, Robert,
• HerausgeberIn: Doiz, Aintzane,; Lasagabaster, David,; Sierra, Juan Manuel,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2012]; ©2012
• Year of Publication: 2012
• Language: English
• Series: Multilingual Matters
• Physical Description: 1 online resource (256 p.)

This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.

Table of Contents

Frontmatter -- Contents -- Contributors -- Glossary -- Foreword -- Introduction -- Part 1: The Development of English-Medium Instruction -- 1. English-Medium Instruction at a Dutch University: Challenges and Pitfalls -- Part 2: Language Demands of English-Medium Instruction on the Stakeholders -- 2. Acknowledging Academic Biliteracy in Higher Education Assessment Strategies: A Tale of Two Trials -- 3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context -- Part 3: Fostering Trilingual Education at Higher Education Institutions -- 4. Linguistic Hegemony or Linguistic Capital? Internationalization and English-Medium Instruction at the Chinese University of Hong Kong -- 5. English as L3 at a Bilingual University in the Basque Country, Spain -- 6. Introducing English-Medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices -- Part 4: Institutional Policies at Higher Education Institutions -- 7. Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education -- 8. Englishization in an Israeli Teacher Education College: Taking the First Steps -- 9. Educating International and Immigrant Students in US Higher Education: Opportunities and Challenges -- 10. A Critical Perspective on the Use of English as a Medium of Instruction at Universities -- Part 5: Final Considerations -- 11. Future Challenges for English-Medium Instruction at the Tertiary Level