English-Medium Instruction Pedagogies in Multilingual Universities in Asia

List of Contributors

Foreword

Peter De Costa

Introduction: Exploring perceptions, practices and challenges of EMI pedagogies in Asia

Fan Fang, Pramod K Sah

Part 1: Perceptions of EMI Pedagogy in Academic Settings

1. Fostering the multilingual agenda in EMI: Researchers as reflective thinkers and stance shifters

Syed Abdul Manan, Liaquat Ali Channa and Sham Haidar

2. Examining the impact of master's thesis supervisors' practices on their students' learning strategies and future vision at an English-medium university in Kazakhstan

Anas Hajar and Ali Ait Si Mhamed

3. The role of English enhancement courses in the English-medium instruction program in China: Voices of students, subject teachers, and language teachers

Menglin Wang and Kun Zhang

4. Intercultural competence development in EMI programs in China: Teachers' beliefs and practices

Wenhong Huang and Fan Fang

Part 2: EMI Pedagogical Practices in Academic Settings

5. EMI in higher education of Bangladesh: Disintegrated pedagogic practices and students' unequal learning opportunities

Shaila Sultana

6. Untold stories of pedagogy in English-medium instruction programmes in Vietnamese higher education: From policy to practice

Dang H. Tri

Part 3: Pedagogical Challenges of EMI

7. EMI pedagogical challenges in a changing Hong Kong higher education context

Christopher Shepard and Heath Rose

8. Performing a balancing act: A trioethnography of "foreign" EMI lecturers in Bangkok

Nathan Thomas, Neil Bowen, Stephen Louw and Alexander Nanni

Index

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• Ensino da língua inglesa: métodos e teoria do ensino
• dotes e técnicas do ensino
• Filosofia e teoria da educação

Pramod K. Sah;Fan (Gabriel) Fang;applied linguistics;TESOL;EMI program development;educational contexts in Asia;English language teaching;pedagogical issues in application of EMI;EMI;English-medium instruction;EMI Program;EMI Course;EMI Pedagogy;English Medium Instruction Programs;EMI Class;EMI Teacher;EMI Teaching;IC Development;Vietnamese Higher Education;Vice Versa;Elt;Common Language;Thai Higher Education;Critical Cultural Awareness;EMI Policy;3rd Interview;General English Skills;Language Ideologies;General English Proficiency;Content Lecturers;Master's Thesis Supervision;EMI Context;Multilingual Turn;Master's Thesis Supervisors