Xuyan Qiu – författare

This book addresses the challenges often encountered by English-medium instruction (EMI) teachers when teaching content subject knowledge in English, by exploring effective EMI teaching methods tailored to diverse classroom needs.

The eight chapters delve into EMI pedagogies across various disciplines, such as computing, design, history, applied linguistics, in different regions including Spain, Hong Kong, Macau, and Japan. By examining actual classroom practices and the perspectives of both teachers and students, these chapters offer practical strategies for building disciplinary knowledge in EMI classrooms. They also explore the benefits and rationale of using translanguaging practices, incorporating students’ first language, and integrating technology into EMI teaching. Additionally, the book highlights the use of intercultural humour to enhance communication and learner engagement in multicultural classrooms. The authors not only provide insights into current practices but also discuss future research directions and recommendations for EMI teacher education. They emphasize the importance of considering specific disciplinary characteristics and learner needs, advocating for customized teacher training and development opportunities for EMI teachers.

Written for scholars, education professionals, practitioners, and postgraduate students interested in EMI pedagogy in higher education, this volume is also relevant to courses pertaining to language policy, language education, and curriculum innovation in multicultural contexts.

This book addresses the challenges often encountered by English-medium instruction (EMI) teachers when teaching content subject knowledge in English, by exploring effective EMI teaching methods tailored to diverse classroom needs.

The eight chapters delve into EMI pedagogies across various disciplines, such as computing, design, history, applied linguistics, in different regions including Spain, Hong Kong, Macau, and Japan. By examining actual classroom practices and the perspectives of both teachers and students, these chapters offer practical strategies for building disciplinary knowledge in EMI classrooms. They also explore the benefits and rationale of using translanguaging practices, incorporating students’ first language, and integrating technology into EMI teaching. Additionally, the book highlights the use of intercultural humour to enhance communication and learner engagement in multicultural classrooms. The authors not only provide insights into current practices but also discuss future research directions and recommendations for EMI teacher education. They emphasize the importance of considering specific disciplinary characteristics and learner needs, advocating for customized teacher training and development opportunities for EMI teachers.

Written for scholars, education professionals, practitioners, and postgraduate students interested in EMI pedagogy in higher education, this volume is also relevant to courses pertaining to language policy, language education, and curriculum innovation in multicultural contexts.