Essential Competencies for English-medium University Teaching

“The volume is a valuable reading for ESP practitioners who will find support and guidance on how to promote the four competencies in their teaching, which would enhance their professional status and identity.” (Zuocheng Zhang and Hao Liu, ESP Today, Vol. 6 (1), 2018)

• Foreword by Ema Ushioda.- Introduction by Carmen Sancho Guinda, Ruth Breeze.- Making essential competencies visible in higher education by Carmen Sancho Guinda and Ruth Breeze.- Part I: Critical Thinking.- On teaching critical thinking in English for Academic Purposes by Tim Moore.- Promoting critical cultural awareness in the international university by Ruth Breeze.- Critical thinking, language and problem-solving: Scaffolding thinking skills through debate by David Rear.- Indexicals and L2 learners’ metadiscursive awareness by Francis Cornish.- Part II: Creativity.- In search of creativity by Alan Maley.-  Teaching creatively and teaching for creativity by Teresa Cremin.- Creativity and digital literacies in English for Specific Purposes by Christoph A. Hafner,  Lindsay Miller and Connie K.F. Ng.- Towards a corpus-attested definition of creativity as accessed through a subtextual analysis of student writing by Marija Milojkovic and Bill Louw.- Part III: Autonomy.- Three versions of learner autonomy and their implications for English-medium degree programmes by David Little.- Listening to local voices: Teachers’ representations on learner autonomy by Faiza Bensemmane-Ihaddaden.- Reevaluating the roles of the stakeholders in language education: How student autonomy is promoted through projects in English for Specific Academc Purposes courses by Miriam Symon.- Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes by Elisabet Arnó-Maciá.- Argumentation and floor management in computer-supported collaborative learning by Kenneth Keng Wee Ong and Sujata S. Kathpalia.- Rising spirals and virtuous circles: The interrelationship between motivation and learner autonomy by Ruth Wilkinson.- Part IV: Motivation.- Motivation in language learning by Lindy Woodrow.- Essential Motivational Group Dynamics: A Three-year Panel Study by Yoshifumi Fukada, Tim Murphey, Joseph Falout and Tetsuya Fukuda.- Managing and mediating the research element on Master’s courses: The roles of course leaders and supervisors by Amos Paran, Fiona Hyland and Clare Bentall.- Authentic learning and student motivation: Building instructor and student confidence through genuine interaction and authentic classroom materials by Christine Jernigan.- Motivation, technology and language learning by Linda Weinberg.