Integrating Content and Language in Higher Education: Perspectives on Professional Practice

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Sonst. Personen	Valcke, Jennifer (Hrsg.); Wilkinson, Robert (Hrsg.)
Titel	Integrating Content and Language in Higher Education: Perspectives on Professional Practice
Quelle	(2017), (260 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-3-631-68126-8
DOI	10.3726/978-3-653-07263-1
Schlagwörter	Second Language Learning; Second Language Instruction; Quality Assurance; College Faculty; Specialists; Educational Quality; Faculty Development; Course Content; English (Second Language); Language of Instruction; Educational Change; Higher Education; Teaching Methods; Learning Processes; Educational Practices; English for Academic Purposes; Teacher Attitudes; Language Role; Case Studies; Pronunciation; Foreign Countries; Multilingualism; Needs Assessment; Teacher Collaboration; English Teachers; Italian; Curriculum Development; College Students; Administrator Attitudes; Indonesia; Japan; Austria (Vienna) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Qualitätssicherung; Fakultät; Quality of education; Bildungsqualität; Kursprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungspraxis; Lehrerverhalten; Case study; Fallstudie; Case Study; Aussprache; Ausland; Mehrsprachigkeit; Multilingualismus; Bedarfsermittlung; Lehrerkooperation; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Italienisch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Collegestudent; Indonesien
Abstract	This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe). (ERIC).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01