Full Description
Examining English medium instruction (EMI) through a corpus-based approach, this volume offers a critical inquiry into the use of different linguistic and pedagogical strategies in the EMI classroom. It explores aspects of content lecturers' language use, pedagogy, and intercultural communicative competence by drawing on the findings obtained from EMI lecture corpus analysis and post-observation interviews with EMI lecturers from five universities in Croatia, Denmark, Italy, the Netherlands, and Spain.
The book also offers insights into lecturers' engagement with students in English, which is their second language, as well as their perception of differences between EMI and first-language-medium instruction (L1MI). Finally, the volume provides readers with corpus-based analysis of teachers' oral ability profiles, as a basis for the identification of communicational challenges and provision of language support.
The book will be of interest to scholars interested in EMI in higher education, and postgraduate students in applied linguistics and TESOL programs. It will also be relevant to teachers who are involved in EMI provision, teacher trainers who design support programs for EMI teachers, and policymakers who establish language-in-education policies for EMI.
Contents
Introduction: Corpora in EMI research. 1. CEFR profiles for oral English certification of lecturers in higher education. 2. (Dis)fluency and pronunciation accuracy in EMI lectures. 3. Mediation strategies in EMI: Facilitating access to knowledge through language. 4. "Nothing beats the real thing": The use of examples in EMI lectures. 5. Episodes of code-switching in EMI across European contexts. 6. Real examples of ICC practices in the EMI classroom. 7. EMI vs L1MI: Lecturers' perceptions and practices.
