English-Medium Instruction in Chinese Universities
Perspectives, discourse and evaluation
Nonfiction, Reference & Language, Language Arts, Education & Teaching
| Author: | ISBN: | 9781317211495 | |
| Publisher: | Taylor and Francis | Publication: | March 27, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781317211495 |
| Publisher: | Taylor and Francis |
| Publication: | March 27, 2017 |
| Imprint: | Routledge |
| Language: | English |
This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design,　lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation.
Chapters include,
- Balance of Content and Language in English-Medium Instruction Classrooms
- English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse
- Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?
This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design,　lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation.
Chapters include,
- Balance of Content and Language in English-Medium Instruction Classrooms
- English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse
- Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?
