This book addresses heated issues in Integrated Content and Language in Higher Education (ICLHE) teacher training with specific emphasis on case studies that will contribute to inform future ICLHE teacher training research and practice.
This book addresses heated issues in Integrated Content and Language in Higher Education (ICLHE) teacher training with specific emphasis on case studies that will contribute to inform future ICLHE teacher training research and practice.
Mª Noelia Ruiz-Madrid is Senior Lecturer in the Department of English Studies at Universitat Jaume I, Spain. She has published on CLIL, EMI, and Multimodal Discourse Analysis. She has published in international journals and books. Among others, she has co-edited two special issues on ICLHE in System and Innovation in Language Teaching and Learning. Inmaculada Fortanet Gómez is Professor in the in the Department of English Studies at Universitat Jaume I, Spain. She has published on CLIL, EMI, and Multimodal Discourse Analysis. She has published in international journals and books. She is the author of CLIL in Higher Education (2013) and has co-edited two special issues on ICLHE in System and Innovation in Language Teaching and Learning.
Inhaltsangabe
1. Teacher professional development for the integration of content and language in higher education 2. Supporting the academic staff of the internationalised university: a project at the Department of Management 3. Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training 4. Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach 5. Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners 6. From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface 7. Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training 8. Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training 9. Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training
1. Teacher professional development for the integration of content and language in higher education 2. Supporting the academic staff of the internationalised university: a project at the Department of Management 3. Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training 4. Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach 5. Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners 6. From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface 7. Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training 8. Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training 9. Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training
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