This book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better understanding of how programs can be streamlined and enhanced. The chapters cover topics such as learner motivation, anxiety, emotions, willingness to communicate, teacher motivation and teacher beliefs. They offer new insights into the field with data from anglophone and non-anglophone countries, monolingual and multilingual territories as well as migration contexts. Each chapter concludes with recommendations for both language and content teachers in higher education settings. This book will be of interest to researchers working in the fields of applied linguistics, bilingual education, multilingualism and language teaching as well as teacher trainers and adult education instructors seeking to expand their knowledge on the affective dimension.
This book offers a timely investigation into the impact of affective factors on learning in English-medium instruction. It explores topics including motivation, anxiety, emotions, willingness to communicate and teacher beliefs, providing insights into the field from anglophone, non-anglophone, monolingual, multilingual and migration contexts.
Recenzijas
The internationally recognized editors and authors of this volume provide a significant contribution to understanding how emotional and psychological factors shape EMI programs. Covering a broad spectrum of topics, from identity and well-being to academic outcomes and classroom practices, this volume offers valuable insights for educators and policymakers striving to enhance EMI experiences. * Kevin S. Carroll, University of Puerto Rico, Rķo Piedras, Puerto Rico * Zooming in on an often-overlooked dimension of education, this edited volume brings the relevance of affect into the limelight of research into English-medium higher education. It is timely not only in focus, but also in its broad spread of topics and geopolitical regions. This book will be a valuable resource especially for EMI researchers, policy developers and curriculum designers. * Ute Smit, University of Vienna, Austria * This book offers novel and incisive insights into how emotions in EMI affect perceptions, practices and achievement. Through highly diverse contexts, the chapters highlight subtle tensions that pervade disciplinary learning through English, colouring identity building and transformative learning that students and teachers experience. Highly recommended for scholars and practitioners who wish to deepen their understanding of how affective factors mediate EMI learning and teaching. * Robert Wilkinson, Maastricht University, The Netherlands *
Papildus informācija
First book to examine the impact of affective factors in EMI education
Contributors
David Lasagabaster, Alberto Fernįndez-Costales and Flor de Lis
Gonzįlez-Mujico: Introduction The Impact of Affective Variables on EMI
Programmes: A Close Examination
Part 1: The Impact of Affective Factors on Identity and Wellbeing
Chapter
1. Annette Bradford: Japanese Women Professors Traversing
Internationalized Classroom Worlds: A Scary and Challenging, yet Fun and
Necessary Adventure
Chapter
2. Susan Coetzee-Van Rooy: Attitudes Towards Learning in English: A
Language Portrait View from South African Students
Chapter
3. Rui (Eric) Yuan, Christy Xuyan Qiu and Tiefu Zhang: Probing EMI
Teachers Psychological Experiences in Chinese Higher Education: A Mixed
Methods Approach
Chapter
4. Louise Dearden and Maggie Kubanyiova: Affect in TeacherStudent
Relationships: Towards Ethical Encounters in Adult Language Education
Part 2: The Impact of Affective Factors on Academic Results
Chapter
5. Gene Thompson, Victoria Kim, Sihan Zhou and Ikuya Aizawa: L2
Proficiency and Affective Factors as Predictors of Content Knowledge
Attainment: A Comparative Study of Learners from Japan and South Korea
Chapter
6. Flor de Lis Gonzįlez-Mujico and Alberto Fernįndez-Costales: The
Affective Dimension of Perceived Digital Competence and its Impact on
Cross-Disciplinary Academic Outcomes in EMI Education
Chapter
7. Kari Sahan: Why Study in English? Teachers and Students
Perceptions of EMI Policy and Motivations at Turkish Universities
Part 3: The Impact of Affective Factors on Classroom Practices and
Perceptions
Chapter
8. Fiona Dalziel and Marta Guarda: Emotional Responses to Multiple
Language Use in EMI: An Exploration of Student Attitudes on Two Italian
Degree Programmes
Chapter
9. Iratxe Serna-Bermejo and David Lasagabaster: University Students
Beliefs about the Impact of EMI on Classroom Interaction
Chapter
10. Slobodanka Dimova and Christian Jensen: EMI Students Perceptions
of Lecturers English Competences for Teaching
Chapter
11. Wenyun Jia, Xuehua Fu and Jack Pun: Its Difficult, but I Dont
Care: Relationships Between Learner Characteristics and Self-Perceived
Language Challenges among EMI Students in China
Ernesto Macaro: Epilogue
Index
David Lasagabaster is Full Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He publishes widely on topics within EMI, CLIL, second language acquisition and multilingualism. He serves on the editorial board of seven journals, including the International Journal of Bilingual Education and Bilingualism.
Alberto Fernįndez-Costales is Associate Professor at the University of Oviedo, Spain. His research interests include EMI, language attitudes, motivation, language teaching methodology and audiovisual translation. He is Associate Editor of the Porta Linguarum and Perspectives journals.
Flor de Lis Gonzįlez-Mujico is a Postdoctoral Researcher at the University of the Basque Country UPV/EHU, Spain. Her research explores self-concept and motivation, EMI, multilingualism, digital competence and language teaching methodology.
