Teacher Training for English-Medium Instruction in Higher Education, by Maria del Mar Sánchez-Pérez (Hershey PA: IGI Global, 2020)
Lafuente Millán, Enrique (Universidad de Zaragoza)
Resumen: In the last decade there has been a sharp increase in the number of English-Medium Instruction (EMI) courses and programs in higher education (HE) institutions worldwide. A number of reasons for this exponential growth have been reported, notably improving the foreign language proficiency of students,
attracting international students, lecturers and researchers, increasing research output or improving the international profile of universities. As a consequence of its rising prominence, EMI has generated a great deal of interest in the literature. This research suggests that insufficient attention has been
paid to training teaching staff for EMI (O’Dowd 2018) and stresses the need for a new model of teaching and learning that can support the acquisition of 21st century new skills and competences (Coyle 2013; Dafouz and Smit 2016). The diversity of contexts and the existing lack of data constitute an additional difficulty
in this search for new pedagogical guidelines in EMI.
Idioma: Inglés
DOI: 10.26754/OJS_MISC/MJ.20226952
Año: 2022
Publicado en: Miscelánea (Zaragoza) 65 (2022), 219-224
ISSN: 1137-6368
Factor impacto CITESCORE: 0.2 - Arts and Humanities (Q3) - Social Sciences (Q4)
Factor impacto SCIMAGO: 0.115 - Literature and Literary Theory (Q2) - Cultural Studies (Q3) - Linguistics and Language (Q3)
Tipo y forma: (Published version)
Área (Departamento): Área Filología Inglesa (Dpto. Filolog.Inglesa y Alema.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2024-11-08-10:44:49)
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attracting international students, lecturers and researchers, increasing research output or improving the international profile of universities. As a consequence of its rising prominence, EMI has generated a great deal of interest in the literature. This research suggests that insufficient attention has been
paid to training teaching staff for EMI (O’Dowd 2018) and stresses the need for a new model of teaching and learning that can support the acquisition of 21st century new skills and competences (Coyle 2013; Dafouz and Smit 2016). The diversity of contexts and the existing lack of data constitute an additional difficulty
in this search for new pedagogical guidelines in EMI.
Idioma: Inglés
DOI: 10.26754/OJS_MISC/MJ.20226952
Año: 2022
Publicado en: Miscelánea (Zaragoza) 65 (2022), 219-224
ISSN: 1137-6368
Factor impacto CITESCORE: 0.2 - Arts and Humanities (Q3) - Social Sciences (Q4)
Factor impacto SCIMAGO: 0.115 - Literature and Literary Theory (Q2) - Cultural Studies (Q3) - Linguistics and Language (Q3)
Tipo y forma: (Published version)
Área (Departamento): Área Filología Inglesa (Dpto. Filolog.Inglesa y Alema.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2024-11-08-10:44:49)
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Articles > Artículos por área > Filología Inglesa
Record created 2024-05-16, last modified 2024-11-08