Looking at both English Medium Instruction (EMI) and multimodality in higher education, this edited volume bridges the gap between the two contexts by offering various new insights into fundamentals in multilingual education, EMI discourse and current teaching practices in internationalised contexts.
Looking at both English Medium Instruction (EMI) and multimodality in higher education, this edited volume bridges the gap between the two contexts by offering various new insights into fundamentals in multilingual education, EMI discourse and current teaching practices in internationalised contexts. Current demands in communication, especially in higher education contexts, require examining EMI from a multimodal perspective with the aim of giving explicit attention to modern discourse practices.
The contributors reflect on the principles guiding EMI and multimodality and their application in higher education using both practical examples and data-driven evidences. They discuss EMI multimodal discourse from an empirical perspective to unveil communicative practices in internationalised higher education contexts; and exemplify classroom applications and ESP and EAP pedagogical practices that promote multimodal competence in higher education. The contributors provide solid theoretical foundations, key principles, research evidence and pedagogical implications that inform current methodologies and practices for EMI, ESP and EAP, as well as multimodality in higher education.
This volume on EMI and multimodality in higher education will have broad appeal for researchers worldwide from various fields of expertise within education and applied linguistics.
Introduction: A multimodal perspective on content and language teaching
in higher education.Vicent Beltrįn-Palanques & Edgar Bernad-Mechó
Chapter 1:
The multimodal turn in higher education. Fei Victor Lim Section 1: Content
and language-oriented classrooms
2.
Chapter 2: English-medium instruction
(EMI) multimodal classroom discourse to enhance L2 university students
comprehension. Natalia Norte & Teresa Morell
3.
Chapter 3: Multimodal
orchestration for socal sciencespecific meaning making flow in higher
education. Phoebe Siu, Esther Ka-Man Tong & Winfred Wenhui Xuan
4.
Chapter 4:
Listening to silence in Spanish and English-medium instruction online
lectures. Mercedes Querol-Juliįn & Maite Amondarain Garrido
5.
Chapter 5: The
role of multimodal competence in doing EMI lecturing: Exploring the
effectiveness of non-linguistic resources in EMI. Balbina Moncada-Comas &
Maria Sabaté-Dalmau
6.
Chapter 6: A proposal for CLIL teacher training:
Acknowledging multimodal literacies as pedagogical affordances in CLILicised
Physical Education Celina Salvador-Garcia & Noelia Ruiz-Madrid Section 2:
ESP/EAP and multimodality
7.
Chapter 7: Strategic translanguaging and
trans-semiotizing in an English for academic purposes class: A multimodal
analysis. Jiajia Eve Liu, Yuen Yi Lo & Angel M. Y. Lin
8.
Chapter 8:
Preparing doctoral students for conference presentations: Teaching multimodal
academic literacy and the role of organizational metadiscourse Vicent
Beltrįn-Palanques & Edgar Bernad-Mechó
9.
Chapter 9: Training students in
multimodal pragmatics for the Integration of Content and Language in business
university studies Nuria Edo-Marzį & Inmaculada Fortanez-Gómez
10.
Chapter
10: Digital multimodal composing in the teaching of English for business
communication: A genre-based analysis of student-authored videos Yi Deng &
Dezheng (William) Feng
11. Concluding chapter - The wood and the trees:
Evaluating multimodality in English-medium higher education through the
ROAD-MAPPING lens Ute Smit
Vicent Beltrįn-Palanques is Associate Professor in the Department of English Studies at the Universitat Jaume I, Spain. His research interests focus on ESP/EAP pedagogy, English-Medium Instruction in higher education, multimodal discourse analysis and multimodal literacy and pragmatics and interaction. He has published in international journals such as System, Journal of English for Academic Purposes and English for Specific Purposes, as well as in international publishing houses like Routledge, Brill and Springer.
Edgar Bernad-Mechó is Associate Professor at Universitat Jaume I, Spain. He specialises in the use of metadiscourse and multimodality in academic contexts and for science dissemination. He has published papers in journals like the Journal of English for Academic Purposes or Discourse Studies, and co-edited a special issue on multimodality for Ibérica. In his recent studies he has explored the modal density and coherence of YouTube videos for science dissemination and looked at the use of humor and other engagement strategies in science communication online.
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