42 |
Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
|
|
|
|
BASE
|
|
Show details
|
|
43 |
Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
|
|
|
|
BASE
|
|
Show details
|
|
44 |
The language(s) of HE: EMI and/or ELF and/or Multilingualism?
|
|
|
|
Abstract:
There has been a striking increase in the number of universities in the Asia-Pacific region that are moving to offer courses and programmes through English. In this article I shall consider the possible consequences of this increase in EMI for staff and students for whom English is not a first language and for university language education policy. In so doing, I raise some issues of concern connected with the notion of the E in EMI and English-only policies. I shall argue that those universities which have adopted EMI programmes need to consider revising their policies to (i) take into account the use of English as a lingua franca and (ii) to encourage bi- and multilingualism within the university. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
|
|
Keyword:
Applied Linguistics and Educational Linguistics
|
|
URL: http://hdl.handle.net/10072/66401
|
|
BASE
|
|
Hide details
|
|
45 |
Micro-language planning for multilingual education: Agency in local contexts
|
|
|
|
BASE
|
|
Show details
|
|
46 |
One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
|
|
|
|
BASE
|
|
Show details
|
|
47 |
Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
|
|
|
|
BASE
|
|
Show details
|
|
48 |
Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
|
|
|
|
BASE
|
|
Show details
|
|
49 |
Macro-language planning for multilingual education: Focus on programmes and provision
|
|
|
|
BASE
|
|
Show details
|
|
50 |
Lingua francas as languages of education: implications for other languages
|
|
|
|
BASE
|
|
Show details
|
|
51 |
How much input do you need to learn the most frequent 9,000 words?
|
|
|
|
BASE
|
|
Show details
|
|
52 |
Language teaching for European citizenship: insights for teacher education
|
|
|
|
BASE
|
|
Show details
|
|
53 |
Scaffolding essay writing skills for accounting students: a collaboration
|
|
|
|
BASE
|
|
Show details
|
|
55 |
Oral communication skills for development for Pharmacy students: a shared space
|
|
|
|
BASE
|
|
Show details
|
|
56 |
Learning from OzCLO, the Australian Computational and Linguistics Olympiad
|
|
|
|
BASE
|
|
Show details
|
|
57 |
Bilingual language sample analysis: Considerations and technological advances
|
|
|
|
BASE
|
|
Show details
|
|
58 |
Lexical-semantic representation in bilingual aphasia: Findings from semantic priming and cognate repetition priming
|
|
|
|
BASE
|
|
Show details
|
|
59 |
Impact of Rhythm on Vietnamese Adult EFL Learners Intelligibility in Term of Mid-level Tone
|
|
|
|
BASE
|
|
Show details
|
|
60 |
The functions of self-initiated self-repair in the second language Chinese classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
|