Titlebook: English Medium Instruction in Higher Education in Asia-Pacific; From Policy to Pedag Ben Fenton-Smith,Pamela Humphreys,Ian Walkinshaw Book

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https://doi.org/10.1007/978-3-319-12265-6 turns towards the efficacy of conventional approaches to languages in education in the context of current diversities, and the role that code-switching and translanguaging may play in teaching English in Asian and Australian contexts. Whereas there has been a recent interest in the potential of tra

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https://doi.org/10.1007/978-1-349-23846-0e medium of instruction for most classes in secondary school and at the main university, Universiti Brunei Darussalam (UBD). This chapter traces the historical background for adopting English as a Medium of Instruction (EMI) in Brunei, and it then discusses recent developments at UBD, particularly f

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https://doi.org/10.1007/978-1-4612-4984-9nese EMI context. Data included video- and audio-recordings of task-based peer-interaction and stimulated recall interviews collected from first year undergraduate English majors (ten learners in five pairs) in a university in Japan. Qualitative data analysis involved the iterative coding of instanc

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English Medium Instruction in Higher Education in Asia-Pacific978-3-319-51976-0Series ISSN 2213-3208 Series E-ISSN 2213-3216

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Multilingual Educationhttp://image.papertrans.cn/e/image/311168.jpg

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https://doi.org/10.1007/978-1-349-15985-7language education policy in adopting EMI courses. I shall argue that EMI policy cannot be successfully adopted by considering EMI in isolation from other languages and without appropriate and adequate planning and preparation. In so doing, I raise some issues of concern with the notion of the defin

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