Name: English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education (en Inglés)
Price: 572462.00 COP
Availability: InStock
Author: Tsou, Wenli ; Baker, Will
ISBN: 9789811630002

portada English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education (en Inglés)

English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education (en Inglés)

Formato

Libro Físico

Editorial

Springer

Autor

Tsou, Wenli ; Baker, Will

Idioma

Inglés

N° páginas

195

Encuadernación

Tapa Dura

Dimensiones

23.4 x 15.6 x 1.3 cm

Peso

0.48 kg.

ISBN13

9789811630002

Categorías

Lingüística
Educación superior y continua, educación terciaria
Técnicas y habilidades de enseñanza

English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education (en Inglés)

Tsou, Wenli ; Baker, Will (Autor) · Springer · Tapa Dura

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Reseña del libro "English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education (en Inglés)"

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.