Thinking About English-Medium Instruction: Do We Need Everything Everywhere All at Once?

• Thinking About English-Medium Instruction: Do We Need Everything Everywhere All at Once? Around the world, more and more university courses are being taught in English. Although there are sound economic, social and political reasons for this trend, many questions remain about the pedagogical effects of EMI at university level: How can teachers be prepared for EMI teaching? Will students cope? Are some forms of teaching less suited to EMI? Do different disciplines have different needs? Etc. etc.  In this workshop, I present some of the research I have carried out in Sweden that addresses these questions and make a number of recommendations.  I finish the workshop by proposing a disciplinary literacy discussion matrix (Airey, 2011) as a tool for carrying out disciplinary needs analysis for EMI.  ReferencesAirey, J. (2011). The disciplinary literacy discussion matrix: A heuristic tool for initiating collaboration in higher education. Across the disciplines, 8(3), 1-9.

Ämnesord

HUMANIORA  -- Annan humaniora (hsv//swe)

HUMANITIES  -- Other Humanities (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

HUMANIORA  -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)

HUMANITIES  -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)

NATURVETENSKAP  -- Fysik -- Annan fysik (hsv//swe)

NATURAL SCIENCES  -- Physical Sciences -- Other Physics Topics (hsv//eng)

Nyckelord

disciplinary literacy

English-medium instruction

språkdidaktik

Language Education

Physics

fysik

tvåspråkighet

Bilingualism

Publikations- och innehållstyp

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