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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Beginning Spanish ¡Empecemos por aquí!
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In: PDXOpen: Open Educational Resources (2022)
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Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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Self-corrections by clause type : what these corrections may reveal about L2 cognitive resources
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Discourse analysis of first year composition textbooks for first and second wave responses to post-truth
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Best Practices for a Translingual Pedagogy: an Undergraduate Perspective
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In: University Honors Theses (2020)
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SUPPORTING TEACHER-WRITERS ENGAGEMENT WITH TROUBLESOME KNOWLEDGE: EVIDENCE OF TRANSFER IN WRITING ACROSS THE CURRICULUM PROFESSIONAL DEVELOPMENT
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An investigation of lecturers' teaching through English medium of instruction : a case of higher education in China
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Abstract:
Teaching through English Medium of Instruction (EMI) is a theory-based pedagogy that has been adopted in many European and Asian countries as a strategic initiative in educational internationalization. To date, there has been little research into EMI in-class teaching and learning. In effect, lived experiences in EMI in-class practice have been largely ignored. To address this gap, we reported on a case study that explored the linguistic and pedagogical characteristics of EMI lecturers’ teaching in a university in southern China. Twenty academic staff in the university’s EMI programs were recruited. Their in-class EMI teaching processes were observed and audio-recorded. The data was analyzed by drawing upon multilingualism and instructional design theories. This research found that Chinese EMI lecturers’ bilingual repertoire led to their English instruction featuring Chinese language influences, from pronunciation to syntax and that translanguaging strategies were purposively employed to achieve their goals including students’ cognitive understanding, affiliative bonds and the lecturers’ own survival for teaching. Further, that and the instruction applied in the EMI classes were more topic-centered than problem-centered, focusing on activating new learning and knowledge presentation through demonstration.
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Keyword:
China; education (higher); English language; multiculturalism; study and teaching (higher); translanguaging (linguistics); XXXXXX - Unknown
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URL: https://doi.org/10.3390/su12104046 http://hdl.handle.net/1959.7/uws:55921
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Assessing multimodal literacies in practice : a critical review of its implementations in educational settings
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Discovering moments of disconnect throughout the process of response and revision : a multiple case study
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English Learners and ESL Programs in the Community College: A Review of the Literature
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A Cross-Comparison Case Study Analyzing the Nature of the Discourse of First-Year Composition Courses of one Community College Dual Enrollment Program
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The Writer in Performance: A Study of Under-Represented College Freshman Writers and Their Writing
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English Learners and ESL Programs in the Community College: A Review of the Literature ...
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The effects of using blended learning approach on EFL students' essay writing at Shaqra University, Saudi Arabia
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Exploring persuasive techniques used by Japanese University students in English oral presentations
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Metadiscourse in academic writing instruction for Iraqi EFL tertiary students : a mixed methods approach
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The acquisition of the syntax of negation and adjectives by adult Australian learners of Indonesian ...
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The acquisition of the syntax of negation and adjectives by adult Australian learners of Indonesian ...
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