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This book presents the multiple facets of English as a Medium of Instruction (EMI) in higher education across various academic disciplines, an area that is expected to grow constantly in response to the competitive global higher education market. The studies presented were conducted in various EMI classrooms, with data collected from observing and documenting the teaching activities, and from interviewing or surveying EMI participants. Through data analysis and synthesis, cases across disciplines - from engineering, science, technology, business, social science, medical science, design and arts, to tourism and leisure service sectors - are used to illustrate the various EMI curriculum designs and classroom practices. Although the cases described are limited to Taiwanese institutions, the book bridges the gap between planning and executing EMI programs across academic domains for policy makers, administrators, content teachers, and teacher trainers throughout Asia.
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Wenli Tsou is a professor at the Department of Foreign Languages & Literature, National Cheng Kung University, Taiwan. She received her PhD in Foreign and Second Language Education from the State University of New York at Buffalo, US. She is the project leader of the National Cheng Kung University ESP program. Her research interests include teacher training, ESP, English as a Lingua Franca, and English as a Medium of Instruction.
Shin-Mei Kao is a professor at the Department of Foreign Languages & Literature, and the director of Foreign Language Center in National Cheng Kung University, Taiwan. She received her PhD in Foreign Language Education from the Ohio State University, US. Her research interests include discourse analysis, multilingualism, classroom interaction, and language assessment.
Riassunto
This book presents the multiple facets of English as a Medium of Instruction (EMI) in higher education across various academic disciplines, an area that is expected to grow constantly in response to the competitive global higher education market. The studies presented were conducted in various EMI classrooms, with data collected from observing and documenting the teaching activities, and from interviewing or surveying EMI participants. Through data analysis and synthesis, cases across disciplines – from engineering, science, technology, business, social science, medical science, design and arts, to tourism and leisure service sectors – are used to illustrate the various EMI curriculum designs and classroom practices. Although the cases described are limited to Taiwanese institutions, the book bridges the gap between planning and executing EMI programs across academic domains for policy makers, administrators, content teachers, and teacher trainers throughout Asia.
