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?
Table of Contents
Introduction (Jing Zhao and L. Quentin Dixon)
Part I Perspectives
Chapter 1: Balance of Content and Language in English-Medium Instruction Classrooms (Xiao Yang)
Chapter 2: College Students’ Perspectives on English Medium Instruction and their English Learning Motivational Intensity (Rining Wei,Jieyun Feng and Qing Ma)
Chapter 3: College Students’ Attitudes Toward English-Medium Instruction and the English Language (Hongchen Xu)
Part II Classroom Discourse
Chapter 4: English-Medium Instruction in a Medical School: Managing Classroom Discourse (Chenguang Chang)
Chapter 5: English-Medium Instruction Classroom Discourse in a Liberal Arts School: History Recontextualized (Hui Yu and Meng, Liu)
Chapter 6: English-Medium Instruction in a Math Class: An Observation Study of Classroom Discourse (Fuhui Tong and Shifang Tang)
Part III Evaluation
Chapter 7: Evaluation of learning outcomes in an education course: Does it work? (Miao Li)
Chapter 8: Using English to Teach Content Courses in Universities for Nationalities: Policies, Practices and Challenges (Anwei Feng, Huang Binlan, Li Qiang, Ma Fu, Zhang Zhenai, Zhang Biao, Liang Shuang, Li Liang and Pei Xianghua)
Chapter 9: Asking and Answering Questions in English-Medium Instruction Classrooms: What is the Cognitive and Syntactic Complexity Level? (Guangwei Hu and Xiuhai Li)
Conclusion (L. Quentin Dixon and Jing Zhao)
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