Full Description
This book explores the interplay between English for specific purposes (ESP) and English-medium instruction (EMI), the complementary ways in which EMI and ESP are implemented in different contexts, as well as teaching and assessing challenges. Furthermore, it considers teaching practices used by ESP professionals and the kind of support given to EMI through ESP. The book makes a valuable contribution to the growing body of research around EMI and ESP by offering a combined study of the presence, practices, roles and impact of English in EMI and ESP in internationalised universities. Looking at the interplay between these two types of instruction, this volume provides an opportunity for researchers and practitioners to explore how universities can (1) benefit from ESP and EMI to enhance international skills among lecturers and students in an inclusive way, (2) examine the impact of ESP and EMI on the internationalisation of Higher Education institutions, and (3) assess the outcomes that result from institutionally bundling ESP and EMI as complementary internationalisation actions in a sustainable manner.
Contents
Contributors
Acknowledgements
Part 1: The Interplay between ESP and EMI
Chapter 1. Dietmar Tatzl, Marta Aguilar-Pérez and Balbina Moncada-Comas: Introduction to Developing Language Competence through English for Specific Purposes in English-Medium University Settings
Chapter 2. Helen Basturkmen: EMI, ESP and EAP
Chapter 3. Desirée Acebes de la Arada and Monika Woźniak: Over-the-Counter and Prescription English: 'Drug' Interactions between CLIL/EMI and ESP in Pharmacy
Chapter 4. Kornelija Čakarun and Branka Drljača Margić: EMI versus Non-EMI: Students' Motivation, Expectations and Language Progress
Part 2: Pedagogical Challenges and Innovations in ESP
Chapter 5. Irene Castellano-Risco: Incorporating a Function-Based Perspective into ESP Classes: A Pilot Experience at a Business English Course
Chapter 6. Pavel Zemliansky: Genre-Based Instruction in English in an Engineering Communication Course: An Approach to Course Design
Chapter 7. María del Carmen Arau Ribeiro, Tanja Vesala-Varttala, Rita Koris and Ágnes Pál: LSP and EMI Teacher and Student Perspectives on Authentic Assessment Practices at European Universities amid the COVID-19 Crisis and Beyond
Chapter 8. Balbina Moncada-Comas, Dietmar Tatzl and Marta Aguilar: Conclusion: Finding Common Ground with EMI and Reappraising ESP
Index
