Full Description
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?
Contents
Introduction
Part I Perspectives
Chapter 1: Balance of Content and Language in English-Medium Instruction Classrooms
Chapter 2: College Students' Perspectives on English Medium Instruction and their English Learning Motivational Intensity
Chapter 3: College Students' Attitudes Toward English-Medium Instruction and the English Language
Part II Classroom Discourse
Chapter 4: English-Medium Instruction in a Medical School: Managing Classroom Discourse
Chapter 5: English-Medium Instruction Classroom Discourse in a Liberal Arts School: History Recontextualized
Chapter 6: English-Medium Instruction in a Math Class: An Observation Study of Classroom Discourse
Part III Evaluation
Chapter 7: Evaluation of learning outcomes in an education course: Does it work?
Chapter 8: Using English to Teach Content Courses in Universities for Nationalities: Policies, Practices and Challenges
Chapter 9: Asking and Answering Questions in English-Medium Instruction Classrooms: What is the Cognitive and Syntactic Complexity Level?
Conclusion L. Quentin Dixon, Jing Zhao
