Chapter 1: Transnational Alignment of English-Medium Instruction Research
Chapter 2: English-Medium Instruction over Time: TAEC Chronology of Publications
Chapter 3: English-Medium Instruction Policies
Chapter 4: Stakeholders Attitudes, Perceptions, and Beliefs in English-Medium Instruction
Chapter 5: Language Use in English-Medium Instruction
Chapter 6: Assessment and Training of English-Medium Instruction Lecturers
Chapter 7: Learning Outcomes in English-Medium Instruction
Chapter 8: Intercultural Communication and Identity in English-Medium Instruction
Chapter 9: Towards an English-Medium Instruction Framework for Research
This book presents a state-of-the-art of EMI research in European higher education over the last twenty years, offering a comprehensive comparative analysis toward identifying gaps in our understanding of relevant theories, research, and practice.
This book presents state-of-the-art research into English-medium instruction (EMI) in European higher education over the last 20 years, offering a comprehensive comparative analysis toward identifying gaps in our understanding of relevant theories, research, and practice.
Molino, Dimova, Kling, and Larsen argue for the need to take stock of the progression of EMI research in European higher education in order to consolidate scholarship and better inform EMI implementation in new contexts. Each chapter focuses on a different aspect of EMI implementation, including policies, attitudes, language use, assessment, training, learning outcomes, identity, and intelă$
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