Input in English-Medium Instruction

This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications. It assumes that field exposure to input is the prime mover of the teaching-learning process and that its quality is fundamental for the development of discipline-specific knowledge. It provides original research on how content lecturers can enhance the effectiveness of their teaching practice through English, including the synergy between spoken input and written and multimodal materials. It also provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies.

Format: Hardback
Length: 130 pages
Publication date: 07 March 2023
Publisher: Taylor & Francis Ltd

This edited book delves into the invaluable contributions of lecturers in English-Medium Instruction (EMI) to unveil the unique characteristics of both written and oral inputs in EMI settings, along with their profound pedagogical implications. It operates on two fundamental assumptions: firstly, that field exposure to input holds the key to driving the teaching-learning process, and secondly, that the quality of this input is paramount in fostering discipline-specific knowledge, particularly within the university context. The volume is particularly timely, as it encompasses original research that sheds light on both theoretical reflections and practical insights on how content lecturers can enhance the effectiveness of their teaching practices through English. This includes a relatively unexplored and increasingly relevant topic, namely the synergy between spoken input and written and multimodal materials. Furthermore, the book offers valuable insights for EAP teachers and EMI training professionals, shedding light on how lecturer training programs and activities can be improved by prioritizing communicative functions and presentation strategies that can selectively target and enhance students' mastery of disciplinary discourse.

Introduction:
The teaching of English in higher education settings has undergone significant transformations in recent years, driven by the need to prepare students for the globalized world of communication. English-Medium Instruction (EMI) has emerged as a prominent approach to language teaching, where the language is used as a medium of instruction alongside other subjects. EMI requires lecturers to provide students with a rich and diverse range of input, including written and oral materials, to facilitate their language development.

Theoretical Framework:
The book draws upon a range of theoretical frameworks to explore the role of lecturers in EMI settings. One of the key frameworks is the Input Hypothesis, which posits that field exposure to input is the prime mover of the teaching-learning process. According to this hypothesis, the quality and quantity of input provided by lecturers are crucial in shaping students' language proficiency and knowledge.

Practical Implications:
The book offers practical insights for lecturers on how to enhance the effectiveness of their teaching practice through English. It discusses the characteristics of both written and oral inputs in EMI settings and their pedagogical implications. The authors highlight the importance of providing students with a balanced and varied diet of input, including authentic materials, to promote language acquisition and literacy skills.

Spoken Input and Multimodal Materials:
One of the key topics explored in the book is the synergy between spoken input and written and multimodal materials. The authors argue that spoken input plays a vital role in developing students' oral communication skills and fluency, while written and multimodal materials provide a rich context for language learning. The book provides examples of how lecturers can integrate spoken input and multimodal materials into their teaching practice to create engaging and interactive learning environments.

Lecturer Training and Professional Development:
The book also emphasizes the importance of lecturer training and professional development in EMI settings. It discusses how lecturer training programs and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve students' mastery of disciplinary discourse. The authors suggest that training programs should incorporate practical exercises, role-plays, and feedback sessions to enhance lecturers' teaching skills and confidence.

Conclusion:
In conclusion, this edited book provides a comprehensive and insightful exploration of the input provided by lecturers in EMI settings. It sheds light on the characteristics of both written and oral inputs and their pedagogical implications. The book offers practical insights for lecturers on how to enhance the effectiveness of their teaching practice through English, including the integration of spoken input and multimodal materials. It also highlights the importance of lecturer training and professional development in EMI settings to ensure that lecturers are equipped with the necessary skills and knowledge to deliver high-quality language instruction.

Weight: 286g
Dimension: 222 x 142 x 15 (mm)
ISBN-13: 9781032192642