Joyce Kling

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book: introduces a topical global issue that is central to the higher education research agenda; identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts; captures university lecturers’ experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

An Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly up-to-date guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this thoroughly revised fourth edition: introduces the theoretical and practical aspects of both learning and teaching, and provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, including content-based instruction and content and language integrated learning. It also covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; introduces discussions about technology supported (GenAI) foreign language teaching and learning; includes examples from foreign language learning in Russian, French, Danish, and German, as well as English. Written by experienced teachers and authors, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field. This book is accompanied by online support materials at www.routledge.com/9781032747958, which contain additional information, exercises, and weblinks.

An Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly up-to-date guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this thoroughly revised fourth edition: introduces the theoretical and practical aspects of both learning and teaching, and provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, including content-based instruction and content and language integrated learning. It also covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; introduces discussions about technology supported (GenAI) foreign language teaching and learning; includes examples from foreign language learning in Russian, French, Danish, and German, as well as English. Written by experienced teachers and authors, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field. This book is accompanied by online support materials at www.routledge.com/9781032747958, which contain additional information, exercises, and weblinks.

This book presents state-of-the-art research into English-medium instruction (EMI) in European higher education over the last 20 years, offering a comprehensive comparative analysis toward identifying gaps in our understanding of relevant theories, research, and practice. Molino, Dimova, Kling, and Larsen argue for the need to take stock of the progression of EMI research in European higher education in order to consolidate scholarship and better inform EMI implementation in new contexts. Each chapter focuses on a different aspect of EMI implementation, including policies, attitudes, language use, assessment, training, learning outcomes, identity, and intercultural communication across five different countries: Denmark, Croatia, Italy, the Netherlands, and Spain. The book brings together the authors' collective work on an annotated database of over 200 resources, featuring a range of publications of varying format, type, and language, as well as information on relevant research questions, methodologies, and findings. This detailed approach allows in-depth discussions on the most widely researched areas in EMI as well as those under-explored toward outlining a way forward for future research in both the European higher education context and on a global scale. This book will be key reading for scholars working in English-medium instruction, world Englishes, English as an international language, English as a lingua franca, and applied linguistics.

This book presents state-of-the-art research into English-medium instruction (EMI) in European higher education over the last 20 years, offering a comprehensive comparative analysis toward identifying gaps in our understanding of relevant theories, research, and practice. Molino, Dimova, Kling, and Larsen argue for the need to take stock of the progression of EMI research in European higher education in order to consolidate scholarship and better inform EMI implementation in new contexts. Each chapter focuses on a different aspect of EMI implementation, including policies, attitudes, language use, assessment, training, learning outcomes, identity, and intercultural communication across five different countries: Denmark, Croatia, Italy, the Netherlands, and Spain. The book brings together the authors' collective work on an annotated database of over 200 resources, featuring a range of publications of varying format, type, and language, as well as information on relevant research questions, methodologies, and findings. This detailed approach allows in-depth discussions on the most widely researched areas in EMI as well as those under-explored toward outlining a way forward for future research in both the European higher education context and on a global scale. This book will be key reading for scholars working in English-medium instruction, world Englishes, English as an international language, English as a lingua franca, and applied linguistics.

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book:introduces a topical global issue that is central to the higher education research agenda;identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts;captures university lecturers’ experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.