Read more
This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia.
List of contents
List of Contributors
Foreword
Peter De CostaIntroduction: Exploring perceptions, practices and challenges of EMI pedagogies in Asia
Fan Fang, Pramod K Sah Part 1: Perceptions of EMI Pedagogy in Academic Settings1. Fostering the multilingual agenda in EMI: Researchers as reflective thinkers and stance shifters
Syed Abdul Manan, Liaquat Ali Channa and Sham Haidar2. Examining the impact of master's thesis supervisors' practices on their students' learning strategies and future vision at an English-medium university in Kazakhstan
Anas Hajar and
Ali Ait Si Mhamed3. The role of English enhancement courses in the English-medium instruction program in China: Voices of students, subject teachers, and language teachers
Menglin Wang and
Kun Zhang4. Intercultural competence development in EMI programs in China: Teachers' beliefs and practices
Wenhong Huang and
Fan FangPart 2: Shaila Sultana6. Untold stories of pedagogy in English-medium instruction programmes in Vietnamese higher education: From policy to practice
Dang H. TriPart 3: Pedagogical Challenges of EMI7. EMI pedagogical challenges in a changing Hong Kong higher education context
Christopher Shepard and
Heath Rose8. Performing a balancing act: A trioethnography of "foreign" EMI lecturers in Bangkok
Nathan Thomas,
Neil Bowen,
Stephen Louw and
Alexander NanniIndex
About the author
Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is a Professor at the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, and language teaching and learning. He has published articles in journals including
Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled
Critical Perspectives on Global Englishes in Asia (2019).
Pramod K. Sah is a Postdoctoral Research Associate at the University of Calgary's Werklund School of Education, Canada. He obtained his PhD from the University of British Columbia, Canada, where he was a Killam Laureate. His research areas include language planning and policy, English as a medium instruction, translanguaging, TESOL and social justice, and language ideology. His research has appeared in journals such as
Applied Linguistics Review,
Ethnicities,
Journal of Multilingual and Multicultural Development,
International Journal of Bilingual Education and Bilingualism,
International Multilingual Research Journal,
Asia Pacific Journal of Education, and
Asian Englishes, and in various edited volumes.
Summary
This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia.
