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Professional Development for EMI Faculty in Mexico: The Case of Bilingual, International, and Sustainable Universities [Hardback]

  • Formāts: Hardback, 62 pages, height x width: 216x138 mm, weight: 300 g, 6 Tables, black and white; 2 Line drawings, black and white; 3 Illustrations, black and white
  • Sērija : Routledge Focus on English-Medium Instruction in Higher Education
  • Izdošanas datums: 13-Jan-2020
  • Izdevniecība: Routledge
  • ISBN-10: 036735036X
  • ISBN-13: 9780367350369
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  • Cena: 70,31 €
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Professional Development for EMI Faculty in Mexico: The Case of Bilingual, International, and Sustainable UniversitiesPalielināt
  • Formāts: Hardback, 62 pages, height x width: 216x138 mm, weight: 300 g, 6 Tables, black and white; 2 Line drawings, black and white; 3 Illustrations, black and white
  • Sērija : Routledge Focus on English-Medium Instruction in Higher Education
  • Izdošanas datums: 13-Jan-2020
  • Izdevniecība: Routledge
  • ISBN-10: 036735036X
  • ISBN-13: 9780367350369
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367350369.html
Keywords:

Despite Mexico’s implementation of a bilingual model in its tertiary education programmes, this book is the first contribution to knowledge regarding EMI in Mexico.

The author introduces readers to the Mexican higher education context before providing detailed information regarding the technological and polytechnic subsystem, where EMI has been implemented since 2012. The volume details a pilot and case study conducted in Mexican universities as well as the research findings and conclusions. It closes with recommendations, as well as suggestions for further research. The book explores the implications for the continuous professional development and training for lecturers in the current shift to EMI in Bilingual, International, and Sustainable (BIS) universities.

This volume will be of particular interest to researchers in EMI and bilingualism.

Recenzijas

'This book depicts a glimpse of EMI practice in Mexicos higher education institutions, which can enrich the contents of EMI researches in the worlds non-English-speaking countries, especially in Spanish-speaking countries in Latin America.' - Zhiguo Zhang, College of Foreign Languages, Shanghai Maritime University, China.

List of illustrations
x
Preface xi
Acknowledgements xiii
List of abbreviations
xiv
1 Introduction: Mexico, English language programmes, higher education, and the implementation of EMI
1(17)
Background
1(1)
The research context
1(3)
English language in Mexico: A broad view on the implementation of English language programmes in basic, secondary, and tertiary education
1(3)
Higher education in Mexico
4(9)
The General Coordination of Technological and Polytechnic universities (CGUTyP): A Mexican higher education subsystem
6(1)
The technician professional (TSU) and engineering: Educative models implemented at technological and polytechnic universities
6(1)
International classification of technological and polytechnic universities
7(1)
The technological universities in Mexico
7(1)
The polytechnic universities in Mexico
8(1)
The first BIS universities: The technological University of el Retono and the Polytechnic University of Santa Rosa Jauregui. An overview
8(2)
The Bilingual, International, and Sustainable (BIS) modality in technological and polytechnic universities in Mexico
10(1)
The BIS modality: Three pillars
10(1)
The BIS modality: The curriculum
11(2)
Notes
13(1)
References
14(4)
2 A pilot study
18(3)
A pilot study
18(2)
The pilot methods
18(1)
The findings
19(1)
References
20(1)
3 A case study
21(11)
Introduction
21(1)
Summary
22(7)
Problem statement
22(1)
The research questions
22(1)
Participants and participants' selection
23(2)
A sociocultural stance
25(1)
Validity and reliability
26(1)
Ethical considerations
26(1)
Data collection and research methods
27(1)
Data analysis
27(2)
Notes
29(1)
References
29(3)
4 The findings
32(10)
Participant's personal and professional characteristics
32(2)
Lecturer's existing thoughts, ideas, and beliefs about the use of EMI
34(1)
Existing professional development opportunities for lecturers provided by the BIS university
35(3)
The manner and extent to which lecturers are currently using EMI within their class
38(2)
How might professional development opportunities for EMI lecturers be improved
40(2)
5 Discussion, recommendations, and further research
42(3)
Discussion and recommendations
42(2)
Further research
44(1)
Reference
44(1)
Appendix A Current BIS technological and polytechnic universities spread in Mexico 45(2)
Appendix B English language proficiency considered by the CEFR in its 2001 volume 47(2)
Appendix C Guidelines for the Implementation of the BIS Model 49(3)
Appendix D The sheltered instruction observation protocol (SIOP) model 52(2)
Appendix E Training opportunities offered by the UTR since 2013 54(3)
Glossary 57(4)
Index 61
Myrna Escalona Sibaja is a Teacher Trainer at Grupo Educare and has been an EMI coach and teacher in a variety of institutions such as Instituto Santiago and Instituto Universitario de Tecnologķa y Cultura (IUTC), in Mexico.