Und dann auf "Zum Home-Bildschirm [+]".
Stöbern
genialokal zum Startbildschirm hinzufügen
Installieren Sie die genialokal App auf Ihrem Startbildschirm für einen schnellen Zugriff und eine komfortable Nutzung.
Installieren Sie die genialokal App auf Ihrem Startbildschirm für einen schnellen Zugriff und eine komfortable Nutzung.
Ihr gewünschter Artikel ist in 0 Buchhandlungen vorrätig - wählen Sie hier eine Buchhandlung in Ihrer Nähe aus:
This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.
The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.
Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students' mastery of disciplinary discourse.
Francesca Costa is Associate Professor of English Language and Linguistics, Department of Foreign Languages, Università Cattolica del Sacro Cuore di Milan, Italy. Cristina Mariotti is Associate Professor of English in the Department of Political and Social Sciences at the University of Pavia.
1. "Input Matters" Also in EMI 2. Analysing Classroom Discourse and the Role of Productive Thinking in Teacher-Student Exchanges 3. Development and Application of the Framework for the Analysis of Vocabulary Language-Related Episodes 4. Features of Spoken Input Across the Disciplines and at the Interface Between English-Medium Instruction and Disciplinary Discourse 5. Materials Design for the Development of Subject-Specific Literacies in English-Taught Courses at University 6. EMI With a Twist: a Multimodal Analysis of Student-Teacher Agency in the Classroom 7. EMI Materials Development: Scaffolding Learning of Linguistics in a BA Programme 8. Online Input and EMI Pedagogy in the COVID-19 Pandemic in Italy 9. Input in EMI: Trusting the Process and the Journey
