EMI, Internationalisation, and the Digital

Autor/in	Helm, Francesca
Titel	EMI, Internationalisation, and the Digital
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 3, S.314-325 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helm, Francesca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1643823
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; International Education; Technology Uses in Education; Information Technology; Influence of Technology; Correlation; Online Courses; Computer Simulation; Peer Relationship; Cooperative Learning; Mass Instruction; Teaching Methods; Educational Technology; Faculty Development; College Faculty; College Students; Language Role; Higher Education + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Internationale Erziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Korrelation; Online course; Online-Kurs; Computergrafik; Computersimulation; Peer-Beziehungen; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Fakultät; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Technologies are seen to have made a strong contribution to the global spread of the English, yet their role in relation to EMI contexts has been little explored. This paper seeks to address this gap by looking at some of the ways in which EMI, internationalisation and the use of technologies are intertwined. Two specific approaches to the use of technology in education are presented and explored, MOOCs (massive open online courses) and virtual exchange, that is sustained interaction and/or collaboration between students located in geographically distant contexts. Specific examples of how these applications of technology can and have been used for teaching and professional development in EMI contexts are provided. The paper seeks to take a critical stance, unpicking some of the assumptions and ideologies in the discourses surrounding educational technologies and exploring how different models of use contribute to the 'ecology of knowledges'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01