This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation.
- Balance of Content and Language in English-Medium Instruction Classrooms
- English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse
- Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?
TABLE OF CONTENTS
part I|55 pages
part II|68 pages
chapter 5|24 pages
English-medium instruction classroom discourse in a liberal arts school
chapter 6|17 pages
English-medium instruction in a Chinese university math classroom
part III|67 pages