Full Description
This skills-oriented handbook for English Medium Instruction (EMI) learners provides students with a toolbox of strategies and approaches to maximise their performance in their courses.
EMI learners are students who are studying an academic subject, other than English itself, through the medium of English. Through a series of carefully designed exercises and awareness-raising tasks showcased in this book, students can develop the skills and strategies they need to optimise their academic performance in the face of considerable academic and language challenges. This accessible text is full of strategies for students to use the English language they already have in order to engage more fully in their academic courses. They will become much more efficient at preparing for, performing in, and reflecting on their classes. The book covers preparing for classes (pre-flight activities); performing in classes (in-flight strategies); and reflecting on classes (after landing).
Grounded in the research of EMI teaching and learning and in extensive teacher-training within EMI, this is a valuable resource for any EMI student studying in a university across the world, as well as EMI teachers, EAP/ESP educators, and academic support staff who work with EMI learners.
Contents
Contents
Some reactions of students from Sri Lanka and from Hong Kong
Acknowledgments
Chapter 1 : INTRODUCTORY SECTIONS
1.1a How to Work with This Book
1.1b A General Glossary of Terms Used in This Book (How We Have Used Certain Words)
1.2 Your Transition from School to University
1.3 Let's 'Situate' Your EMI Subject
1.4 What Are Your EMI Lessons Like?
1.5 Your 'Language Support' Programme
1.6 Dealing with Words: Technical Words; Technical-Plus Words; General Academic Words; Everyday Words
Chapter 2 : AROUND YOUR CLASSES: BEFORE TAKING OFF!
2.1 Strategies for You to Consider Just Before the Lesson
2.2 Technical and Academic Words in a Text
2.3 What Do We Mean By 'Keywords'? (Dealing With 'The Concept Iceberg')
2.4 Before the Lecture: Getting Ready!
2.5 Using the Lecture Title and Course Outline to Prepare
2.6 Knowing Your Lecturer's Voice aand Language
2.7 Online Lectures and Podcasts
2.8 Preparing to Listen to Your Teacher: Using Audio Recordings
2.9 Pre-Lecture Reading: Your Own Reasons for Reading
2.10 Pre-Reading Around Your Classes
Chapter 3 : IN-FLIGHT STRATEGIES: COPING WITH TURBULENCE
3.1 Note-Taking: What Goes on in Our Brains!
3.2 Making In-flight Lecture Notes
3.3 Strategies to Think About During the Lesson
3.4 Discourse Markers: Navigating a Lecture
3.5 The Prior Knowledge Strategy When Listening
3.6 The IRF Sequence: What It Is For; What It Does; How to Deal with It.
3.7 You and Your Home Language: To Use Or Not To Use, That Is The Question!
3.8 Language Demands of Notes
Chapter 4 : AROUND YOUR CLASSES: REFLECTING AFTER LANDING
4.1 Improving Your Note-Taking Together
4.2 The Power of Talking
4.3 Work with Course-Mates: From Notes to Connected Speech
4.4 Accountable Talk: Making It All a Little More Formal
4.5 Multiword Units
4.6 Word Families
4.7 Gently Persuading Your Teacher
4.8 Elaborate Interrogation: How/Why?
4.9 Guided Reciprocal Peer Questioning: The Power of Questions and Answers!
4.10 Reflecting on Questions Post-Lesson
4.11 Examples of Socratic Questions: Invitations to Better Thinking
4.12 Ideas for Better Answers
4.13 Developing Your Range of Rhetorical Functions
4.14 Working on Your Own with Your Smartphone
4.15 Modified Cornell Notes: From In-Flight Note-Taking to Post-Flight Note-Making
4.16 Post-Class Reading For Writing
4.17 Writing
