Jack Pun presents best practices in pedagogy and teaching to facilitate effective content-subject learning at the secondary school level.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jack Pun is Assistant Professor in the Department of English at the City University of Hong Kong. He completed his DPhil at the University of Oxford, which explored the teaching and learning process in EMI science classrooms, with a special focus on classroom interactions, use of codeswitching, and teachers' and students' views of EMI. His research interests lie in EMI and health communication. His research has been published in journals such as ELT Journal, Language Teaching, RELC Journal , Journal of English for Academic Purposes and International Journal of Bilingual Education and Bilingualism. He is associate editor of Journal of Research in Science & Technological Education, and published two books in EMI: Teaching and Learning in English Medium Instruction: An Introduction (with Jack C. Richards) and Research Methods in English Medium Instruction (with Samantha Curle) by Routledge.
Inhaltsangabe
Introduction 1. English medium of instruction around the world 2. EMI polices and practices 3. Research methods 4. Quantitative analysis of classroom interactions in early-full and late partial EMI science classrooms 5. Qualitative analysis of classroom interactions in early-full and late-partial EMI science classrooms 6. Science teachers' perceptions of their EMI experiences 7. Science students' perceptions of their EMI experiences 8. Science students' perception of their EMI learning journeys: Findings on the factored variables 9. Closing the gap between policies and practices: EMI research in theory and practice Conclusion
Introduction 1. English medium of instruction around the world 2. EMI polices and practices 3. Research methods 4. Quantitative analysis of classroom interactions in early-full and late partial EMI science classrooms 5. Qualitative analysis of classroom interactions in early-full and late-partial EMI science classrooms 6. Science teachers' perceptions of their EMI experiences 7. Science students' perceptions of their EMI experiences 8. Science students' perception of their EMI learning journeys: Findings on the factored variables 9. Closing the gap between policies and practices: EMI research in theory and practice Conclusion
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