Name: Re-Envisioning English-Medium Instruction in K-12 Schools: Policy, Research and Practice (en Inglés)
SKU: 64001504
Price: 383343.00 COP
Availability: InStock
Author: Gu Michelle Mingyue,Liu Yiqi April,Huang Corey Fanglei
ISBN: 9783031830013

portada Re-Envisioning English-Medium Instruction in K-12 Schools: Policy, Research and Practice (en Inglés)

Re-Envisioning English-Medium Instruction in K-12 Schools: Policy, Research and Practice (en Inglés)

Formato

Libro Físico

Editorial

Springer

Autor

Gu Michelle Mingyue,Liu Yiqi April,Huang Corey Fanglei

Idioma

Inglés

Encuadernación

Tapa Dura

ISBN13

9783031830013

Re-Envisioning English-Medium Instruction in K-12 Schools: Policy, Research and Practice (en Inglés)

Gu Michelle Mingyue,Liu Yiqi April,Huang Corey Fanglei (Autor) · Springer · Tapa Dura

Libro Nuevo Importado

Envío: 16 a 22 días háb.

$ 638.906$ 383.343

-40%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan más de 100 unidades

$ 383.343

¡Envío Gratis! Llega entre el 10 Nov y el 20 Nov a Bogota, Cundinamarca. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Re-Envisioning English-Medium Instruction in K-12 Schools: Policy, Research and Practice (en Inglés)"

Connecting diverse theories and practices in English-medium Instruction (EMI) implementation, this book provides a comprehensive and systematic overview of EMI in K-12 settings in the Asian and European contexts. It addresses a wide range of ongoing challenges faced by many EMI policymakers and teachers and offers potential solutions or coping strategies. While it focuses on the contexts of Asia and Europe, the book can also provide inspirations or suggestions for researching and implementing EMI in other geographical or cultural contexts such as Africa. In brief, this book aims to (1) discuss up-to-date theories on EMI from different fields of research including language policy studies, applied linguistics and CLIL research, (2) provide detailed and critical reviews of EMI policies in K-12 education in the broad Asian and European contexts, (3) report empirical, classroom-based research on EMI implementation in these contexts and compare findings with those of the previous research, (4) engage different researchers and scholars from relevant fields in a dialogue about EMI-related theories, issues and challenges in these contexts and (5) serve as a hands-on resource for educational practitioners who are (interested in) practicing EMI.