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Encuentros con la escritura en el ingreso a la educación superior: representaciones sociales de los estudiantes en seis áreas de conocimiento
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Humour loss in the Indonesian translation of Harry Potter and the Sorcerer's Stone
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Language learning motivation of students from a special educational school in Hong Kong
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Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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Supporting online L2 academic reading comprehension with computer-mediated synchronous discussion and elaborative feedback
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Bown, A. - : The Reading Matrix, Inc, 2018
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Constructing identities online- an exploratory study of Saudi youths' strategies
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Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties
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Language education policy among the Association of Southeast Asian Nations (ASEAN)
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Language education policy and practice in East and Southeast Asia
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The Languages of Higher Education in East and Southeast Asia: Will EMI Lead to Englishisation?
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Abstract:
There has been a striking increase in the number of universities in the Asian Pacific region that are moving to offer courses and programmes through English as a medium on instruction. In this chapter I shall first review this increase by describing in some detail recent developments in the use of EMI in higher education in Malaysia and Myanmar. I shall then provide a brief summary of developments in EMI in selected other countries of the region. I shall critically discuss the motivations for this move to the adoption of EMI and argue that, in most cases, the move to implement EMI has been undertaken without adequate planning and without adequate preparation for teachers and students. I shall then consider the possible implications of this move to EMI for staff and students and for languages other than English. I shall conclude by proposing that universities need to embrace an inclusive language education policy in adopting EMI courses. I shall argue that EMI policy cannot be successfully adopted by considering EMI in isolation from other languages and without appropriate and adequate planning and preparation. In so doing, I raise some issues of concern with the notion of the definition of the ‘English’ in EMI and in ‘English only’ policies. Universities who have adopted EMI policies and programmes need to (i) take into account the use of English as a lingua franca and (ii) to ensure that the policies clearly identify and encourage bi/multilingualism in the university. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: https://doi.org/10.1007/978-3-319-51976-0_2 http://hdl.handle.net/10072/347843
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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Elaborative feedback to enhance online second language reading comprehension
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Bown, A. - : Canadian Center of Science and Education, 2017
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English as a lingua franca and its educational impact in Asia
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