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EMI and Beyond

This collection presents the state of the art on English-medium instruction (EMI) / Integrating content and language (ICL) in Italian higher education, drawing attention to different critical aspects of the teaching/learning experience and highlighting the perspectives of various educational stakeho...

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Main Authors: Bagni, Marco, Borsetto, Elena, Costa, Francesca, Dalziel, Fiona, Mair, Olivia, Mastellotto, Lynn, Murphy, Amanda C., Polli, Chiara, Quick, Emma, Ricci Garotti, Federica, Zanin, Renata
Format: Online
Jezik:angleščina
Izdano: bu,press 2021
Teme:
Italy
Higher Education
English Teaching
Language Policies
thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
thema EDItEUR::1 Place qualifiers::1D Europe::1DS Southern Europe::1DST Italy
thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning::CJP Language learning for specific purposes::CJPD Language learning for business, professional and vocational
thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACB English
thema EDItEUR::4 Educational purpose qualifiers::4L For language learning courses and examinations::4LE For ELT / ESL learning, courses, examinations and certificates::4LEP ELT: Exams and tests of English for specific purposes
Online dostop:ONIX_20211207_9788860461810_24
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Izvleček:This collection presents the state of the art on English-medium instruction (EMI) / Integrating content and language (ICL) in Italian higher education, drawing attention to different critical aspects of the teaching/learning experience and highlighting the perspectives of various educational stakeholders regarding the effectiveness of tertiary study in a foreign language. The chapters draw on a range of methodologies, from multimodal participant observation, to action research, to video-stimulated recall (VSR), to questionnaires and interviews, in examining language policies and practices across various educational settings. Overall, the volume suggests that internationalisation succeeds best when the form of lessons (language) and the content of lessons (disciplinary concepts) are constructively aligned in curriculum planning and delivery. This integration process requires the strategic support of educators to guarantee the quality of learning in multilingual education.;

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