Sanne Larsen

Alessandra Molino

Slobodanka Dimova

Joyce Kling

This book presents a state-of-the-art of EMI research in European higher education over the last twenty 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 HE 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.

The Evolution of EMI Research in European Higher Education

Susanne Karen Jacobsen

Karen Lund

Susanne Perez

I Undervisningsministeriets forenklede FAelles Mal fra 2014 understreges det, at skriftlighed skal indga i alle skolens fag. Og nar sprog og skriftlighed bliver et anliggende i alle fag, ma ogsa sprogfolk bidrage til introduktion og diskussion af feltet. I dette nummer af Sprogforum introducerer en rAekke forskere til genrepAedagogik og genrepAedagogikkens mulighed for at skabe faglige loft for alle elever i skolen - ikke mindst elever med minoritetsbaggrund - netop gennem fokus pa lAesning og skrivning. Forskerne stiller isAer skarpt pa den australske genrepAedagogik, der kan inspirere danske undervisere til at stotte elevernes skriftsproglige udvikling og herigennem skabe bedre forudsAetninger for faglig lAering i det hele taget. Nummeret indeholder artikler af australske genrepAedagogiske forskere og prAesenterer eksempler pa andre tilgange til skriftlighed. Derudover er der artikler om genrepAedagogik i lAerer- og sygeplejeuddannelsen og pa sprogcentrene og om kompetenceudvikling af studerende og lAerere pa videregaende uddannelser.

Sanne Larsen

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