| Description |
1 online resource (275 p.) |
| Series |
Routledge Studies in English-Medium Instruction Series |
|
Routledge Studies in English-Medium Instruction Series
|
| Contents |
Cover -- Endorsements Page -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures, Tables and Excerpt -- Acknowledgements -- Transcription Conventions -- Introduction -- 1 English Medium of Instruction around the World -- 1.1 Medium of Instruction (MOI) Models around the World -- 1.2 EMI as a Global Phenomenon -- 1.3 Language Educational Policies in Hong Kong -- 1.4 What Research Tells Us about Language Interaction Patterns in Hong Kong -- 1.5 Summary -- 2 EMI Policies and Practices -- 2.1 Classroom Interactions in EMI Classrooms |
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2.2 Teachers' Attitudes towards EMI Teaching and Their Teaching Practices in EMI Classrooms -- 2.3 Coping Strategies Related to the Teaching Process -- 2.4 Students' Views on Their EMI Experiences, Achievements, and Self-Concepts -- 2.5 Language Challenges and Coping Strategies in EMI Classrooms -- 2.6 Summary -- 3 Research Methods -- 3.1 Research Design in Detail -- 3.2 Justification for a Mixed-Methods Approach -- 3.3 Data Collection -- 3.4 Participants -- 3.5 Descriptions of Research Instruments -- 3.6 Data Collection -- 3.7 Analysis of the Data |
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3.8 Analysing Classroom Interactions in a Qualitative Manner -- 3.9 Analysing Interview Data -- 3.10 Quantitative Data: Teacher and Student Questionnaires -- 3.11 Summary -- 4 Quantitative Analysis of Classroom Interactions in Early-Full and Late-Partial EMI Science Classrooms -- 4.1 Data Codification -- 4.2 The Quantitative Analysis of Classroom Interactions between Early-Full and Late-Partial EMI Science Classrooms -- 4.3 Summary of the Quantitative Findings -- 4.4 Summary -- 5 Qualitative Analysis of Classroom Interactions in Early-Full and Late-Partial EMI Science Classrooms |
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5.1 An Integrated Framework for Analysing Classroom Interaction Qualitatively -- 5.2 Analysis of Classroom Interactions in Four Biology Lessons -- 5.3 Analysing the Language of Science in EMI Science Classrooms -- 5.4 Summary -- 6 Science Teachers' Perceptions of Their EMI Experiences -- 6.1 Questionnaire with Science Teachers on Their Perceptions of EMI Teaching -- 6.2 Semi-Structured Interviews with Science Teachers -- 6.3 Views Shared by Teachers in Early-Full and Late-Partial Schools on English as the MOI |
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6.4 Points of Difference between Early-Full and Late-Partial Teachers on English as the MOI -- 6.5 Summary -- 7 Science Students' Perceptions of Their EMI Experiences -- 7.1 Students' Perceptions of Their Learning Experiences in EMI Science Classrooms (Questionnaire Data) -- 7.2 Early-Full EMI vs. Late-Partial EMI -- 7.3 Summary -- 8 Science Students' Perception of Their EMI Learning Journeys: Findings on the Factored Variables -- 8.1 Early-Full EMI vs. Late-Partial EMI & Grade 10 vs. Grade 11 -- 8.2 Science Student's Views: Analysing the Students' Focus Group Interviews -- 8.3 Summary |
| Summary |
Jack Pun presents best practices in pedagogy and teaching to facilitate effective content-subject learning at the secondary school level |
| Notes |
Description based upon print version of record |
|
9 Closing the Gap between Policies and Practices: EMI Research in Theory and Practice |
| Genre/Form |
Electronic books
|
| Form |
Electronic book
|
| ISBN |
9781003857150 |
|
1003857159 |
|
