"This book explores the nature of disciplinary literacies in English-medium Instruction (EMI) and English for Specific Purposes (ESP), the ways in which they are implemented, as well as teaching and assessing challenges. Furthermore, it considers coping strategies used by EMI and ESP teachers and the kind of support given to EMI through ESP"--
This book explores the interplay between English for specific purposes (ESP) and English-medium instruction (EMI), the complementary ways in which EMI and ESP are implemented in different contexts, as well as teaching and assessing challenges. Furthermore, it considers teaching practices used by ESP professionals and the kind of support given to EMI through ESP. The book makes a valuable contribution to the growing body of research around EMI and ESP by offering a combined study of the presence, practices, roles and impact of English in EMI and ESP in internationalised universities. Looking at the interplay between these two types of instruction, this volume provides an opportunity for researchers and practitioners to explore how universities can (1) benefit from ESP and EMI to enhance international skills among lecturers and students in an inclusive way, (2) examine the impact of ESP and EMI on the internationalisation of Higher Education institutions, and (3) assess the outcomes that result from institutionally bundling ESP and EMI as complementary internationalisation actions in a sustainable manner.
This book explores the interplay between English for specific purposes (ESP) and English-medium instruction (EMI) and the ways in which they are implemented, as well as teaching and assessing challenges. Furthermore, it considers teaching practices used by ESP professionals and the kind of support given to EMI through ESP.
Recenzijas
In a university context in which ESP seems to be in competition with EMI, this volume is a timely contribution to underscore the limitations of one without the other. As the book chapters highlight, ESP has proven to be the best language support for EMI, and EMI provides the best practice for ESP. * Inmaculada Fortanet-Gómez, Jaume I University, Spain * This is an enlightening volume demonstrating the importance of ESP in EMI and convincingly arguing for the reappraisal of its role in todays EMI-driven tertiary education. Essential reading for course designers, ESP teachers and subject specialists as well as for the ESP and EMI research communities in general! * Nadeda Silaki, Editor-in-Chief of ESP Today * This timely collection of studies conducted in different national contexts chimes with current scholarly debates surrounding ESP/EAP and EMI. The editors have done a brilliant job creating synergy between the two research fields and outlining avenues for collaboration. This book is an essential read for university teachers, researchers and policymakers. * Maria Kuteeva, Stockholm University, Sweden * The book is a valuable resource for educators and researchers navigating the intersection of EMI and ESP. One of its greatest strengths is its comprehensive approach, offering insights from multiple disciplines and presenting both theoretical discussions and practical applications. Additionally, its accessible structure makes it suitable for both newcomers to the field and experienced scholars. * Marķa Įngeles Velilla Sįnchez, ESP Today, Vol. 13(2) 2025 *
Papildus informācija
Focuses on the interplay of EMI and ESP in higher education
Contributors
Acknowledgements
Part 1: The Interplay between ESP and EMI
Chapter
1. Dietmar Tatzl, Marta Aguilar-Pérez and Balbina Moncada-Comas:
Introduction to Developing Language Competence through English for Specific
Purposes in English-Medium University Settings
Chapter
2. Helen Basturkmen: EMI, ESP and EAP
Chapter
3. Desirée Acebes de la Arada and Monika Woniak: Over-the-Counter
and Prescription English: 'Drug' Interactions between CLIL/EMI and ESP in
Pharmacy
Chapter
4. Kornelija akarun and Branka Drljaa Margi: EMI versus Non-EMI:
Students Motivation, Expectations and Language Progress
Part 2: Pedagogical Challenges and Innovations in ESP
Chapter
5. Irene Castellano-Risco: Incorporating a Function-Based Perspective
into ESP Classes: A Pilot Experience at a Business English Course
Chapter
6. Pavel Zemliansky: Genre-Based Instruction in English in an
Engineering Communication Course: An Approach to Course Design
Chapter
7. Marķa del Carmen Arau Ribeiro, Tanja Vesala-Varttala, Rita Koris
and Įgnes Pįl: LSP and EMI Teacher and Student Perspectives on Authentic
Assessment Practices at European Universities amid the COVID-19 Crisis and
Beyond
Chapter
8. Balbina Moncada-Comas, Dietmar Tatzl and Marta Aguilar:
Conclusion: Finding Common Ground with EMI and Reappraising ESP
Index
Marta Aguilar-Pérez is an associate professor of English for specific purposes and technical communication at the School of Engineering, Universitat Politčcnica de Catalunya (BarcelonaTech), Spain. Her research focuses on professional and academic communication as well as the role of ESP in internationalised universities offering English-medium taught courses and programmes.
Balbina Moncada-Comas is an assistant professor of English for specific purposes at the School of Engineering, Universitat Politčcnica de Catalunya (BarcelonaTech), Spain. Her research interests include multimodality, plurilingualism, identity and emotion, and classroom practices in EMI and ESP settings.
Dietmar Tatzl is a faculty member of the Institute of Aviation, FH Joanneum University of Applied Sciences, Austria, where he has taught English language courses to aeronautical engineering students for 22 years. His research interests include English for specific purposes, English for science and technology, and engineering education.
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