English-Medium Instruction in Chinese Universities

Perspectives, discourse and evaluation

Nonfiction, Reference & Language, Language Arts, Education & Teaching
Cover of the book English-Medium Instruction in Chinese Universities by , Taylor and Francis
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Author: ISBN: 9781317211495
Publisher: Taylor and Francis Publication: March 27, 2017
Imprint: Routledge Language: English
Author:
ISBN: 9781317211495
Publisher: Taylor and Francis
Publication: March 27, 2017
Imprint: Routledge
Language: English

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,

  1. Balance of Content and Language in English-Medium Instruction Classrooms
  2. English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse
  3. Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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,

  1. Balance of Content and Language in English-Medium Instruction Classrooms
  2. English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse
  3. Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?

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