Input in English-Medium Instruction (Paperback)

Francesca Costa

ISBN 10: 1032192674 / ISBN 13: 9781032192673

Published by Taylor & Francis Ltd, London, 2024

About this Item

Paperback. This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students mastery of disciplinary discourse. This edited book investigates the input provided by lecturers in English-medium instruction (EMI) to reveal the characteristics of both written and oral input in EMI settings and its pedagogical implications. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9781032192673

Bibliographic Details

• Title: Input in English-Medium Instruction (Paperback)
• Publisher: Taylor & Francis Ltd, London
• Publication Date: 2024
• Language: English
• ISBN 10: 1032192674
• ISBN 13: 9781032192673
• Binding: Paperback
• Condition: new

About this title

Synopsis

This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.

The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.

Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students’ mastery of disciplinary discourse.

About the Author

Francesca Costa is Associate Professor of English Language and Linguistics, Department of Foreign Languages, Università Cattolica del Sacro Cuore di Milan, Italy.

Cristina Mariotti is Associate Professor of English in the Department of Political and Social Sciences at the University of Pavia.