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English-medium instruction translang...

Baker, Will.

English-medium instruction translanguaging practices in Asiatheories, frameworks and implementation in higher education /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English-medium instruction translanguaging practices in Asiaedited by Wenli Tsou, Will Baker.
其他題名:	theories, frameworks and implementation in higher education /
其他作者:	Tsou, Wenli.
出版者:	Singapore :Springer Singapore :2021.
面頁冊數:	xiv, 195 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	English-medium instructionAsia.
電子資源:	https://link.springer.com/openurl.asp?genre=book&isbn=978-981-16-3001-9
ISBN:	9789811630019$q(electronic bk.)

English-medium instruction translanguaging practices in Asiatheories, frameworks and implementation in higher education /
English-medium instruction translanguaging practices in Asiatheories, frameworks and implementation in higher education /[electronic resource] :edited by Wenli Tsou, Will Baker. - Singapore :Springer Singapore :2021. - xiv, 195 p. :ill., digital ;24 cm.

Part 1: Theory, Research And Policy -- Chapter 1. Translanguaging as a Glocalized Strategy for EMI in Asia -- Chapter 2. English as a Lingua Franca, Translanguaging and EMI in Asian Higher Education: Implications for Pedagogy -- Chapter 3. Translanguaging and English-Within-Multilingualism in The Japanese EMI Context -- Chapter 4. Translanguaging and Language Policy in Thai Higher Education EMI Programmes -- Part 2: Classrooms and Lectures' Practices and Perspective -- Chapter 5. Translanguaging Strategies for EMI Instruction in Taiwanese Higher Education -- Chapter 6. Strategic Use of L1 in Chinese EMI Classrooms: A Translanguaging Perspective -- Part 3: Classrooms and Students' Practices and Perspectives -- Chapter 7. Translanguaging Practices in EMI Settings from the Perspective of Student Agency: An Example from Vietnamese Higher Education -- Chapter 8. "I Forgot the Language": Japanese Students' Actual Multilingual Selves and Translanguaging Challenges as English Majors in Taiwan -- Chapter 9. Translanguaging in EMI Higher Education in Taiwan: Learner Perception and Agency -- Part 4: Conclusion -- Chapter 10. Conclusion: EMI and Translanguaging in Asia Through The ROAD-MAPPING Lens.

This book examines translanguaging pedagogy in Asia's English-medium instruction (EMI) higher education. It presents an overview of concepts and common issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction pedagogy will be explored, with a theoretical framework of 'translanguaging pedagogy' developed. The book concludes with a discussion on translanguaging and how the concept contributes to English-medium instruction in Asia. Through the book, the content focuses on the specificity of each Asian English-medium instruction context from a translanguaging lens. English-medium instruction policies and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction classrooms are examined.

ISBN: 9789811630019$q(electronic bk.)

Standard No.: 10.1007/978-981-16-3001-9doiSubjects--Topical Terms:

901536
English-medium instruction
--Asia.

LC Class. No.: LB2331.25

Dewey Class. No.: 378.125096

English-medium instruction translanguaging practices in Asiatheories, frameworks and implementation in higher education /
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520 $a This book examines translanguaging pedagogy in Asia's English-medium instruction (EMI) higher education. It presents an overview of concepts and common issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction pedagogy will be explored, with a theoretical framework of 'translanguaging pedagogy' developed. The book concludes with a discussion on translanguaging and how the concept contributes to English-medium instruction in Asia. Through the book, the content focuses on the specificity of each Asian English-medium instruction context from a translanguaging lens. English-medium instruction policies and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction classrooms are examined.
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