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List of 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
About the author
Jing Zhao is Associate Professor at Sun Yat-sen University, China, and Visiting Research Scholar at Harvard Graduate School of Education, US (2014-15). She earned her doctoral degree in Curriculum and Instruction, specializing in English as a Second Language, from Texas A&M University. Dr. Zhao’s research interests include second language acquisition, effectiveness of various bilingual programs, and ESL/EFL teacher development. Her work appeared in Annals of Dyslexia, International Journal of Bilingualism and Contemporary Educational Psychology.
L. Quentin Dixon is Associate Professor in the Department of Teaching, Learning and Culture, Texas A&M University. Dr. Dixon's research interests focus on the language and literacy development of bilinguals, and in using rigorous quantitative research methods to study educational questions. Dr. Dixon has published in leading journals such as Review of Educational Research, Journal of Research in Reading, and Journal of Applied Developmental Psychology.
Summary
This edited 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.
Additional text
"Examining English-medium instruction in Chinese higher education from multiple perspectives and via a variety of research methodologies, this valuable collection of new studies presents a rich analysis of policy initiatives, classroom happenings, and stakeholders’ perceptions. It is an informative read for educational policymakers, practitioners, researchers, and graduate students who are interested in language-in-education policies and practices in China." -- Guangwei Hu, Nanyang Technological University, Singapore
