English Medium Instruction in Multilingual and Multicultural Universities : Academics' Voices from the Northern European Context - Birgit Henriksen

English Medium Instruction in Multilingual and Multicultural Universities

Academics' Voices from the Northern European Context

By: Birgit Henriksen, Anne Holmen, Joyce Kling

Hardcover | 2 August 2018

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English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book:

  • introduces a topical global issue that is central to the higher education research agenda;
  • identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts;
  • captures university lecturers' experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom.

English Medium Instruction in Multilingual and Multicultural Universities

is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

Industry Reviews

"This volume offers a comprehensive coverage of core issues involved in the implementation of English Medium Instruction (EMI) in higher education in non-Anglophone contexts. It is a valuable and timely resource for researchers, teachers, teacher trainers, program planners, administrators and institutions interested in the implementation of EMI in a wide range of educational contexts."

Tahereh Sima Paribakht, University of Ottawa, Canada

"A much needed comprehensive volume on the use of English as a Medium of Instruction in the Nordic countries and specifically in Denmark."

Francesca Costa, Universita degli Studi di Bergamo, Italy

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