Overview

This book addresses heated issues in Integrated Content and Language in Higher Education (ICLHE) teacher training with specific emphasis on case studies that will contribute to inform future ICLHE teacher training research and practice. One of the most significant phenomena concerning language in higher education in modern time has been the rise of content subjects taught in an additional language, English being the chosen language in most of the cases. The implementation and teaching of Integrated Content and Language in Higher Education (ICLHE) or English as Medium of Instruction (EMI) is a multifaceted, dynamic process that cannot be considered in isolation. Indeed, there are a multitude of interrelated factors that pivot on situating the learner in the centre of the learning process and which directly shape ICLHE teacher training. This is why training lecturers to teach learners in an additional language in Higher Education has been considered a challenge for the profession as numerous publications demonstrate. This book brings together the innovative work of different researchers around the world on how universities, researchers and practitioners are facing and developing Integrating Content and Language in Higher Education (ICHLE) teacher training. All in all, the different contributions reflect different issues that play a fundamental role in the design of effective ICLHE professional development and provide data and reflections that will hopefully contribute to inform future ICLHE teacher training programmes. Teacher Professional Development for the Integration of Content and Language in Higher Education will be an important resource for academics, researchers, and advanced students of Education and Teacher Training Research and Practice. The chapters included in this book were originally published as a special issue of Innovation in Language Learning and Teaching.

Full Product Details

Author:   Mª Noelia Ruiz-Madrid ,  Inmaculada Fortanet-Gómez (Jaume I University, Spain)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
ISBN:  

9781032550282

ISBN 10:   1032550287
Pages:   124
Publication Date:   19 December 2024
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

1. Teacher professional development for the integration of content and language in higher education 2. Supporting the academic staff of the internationalised university: a project at the Department of Management 3. Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training 4. Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach 5. Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners 6. From effective lecturing behaviour to hidden cognitions: a preliminary model explaining the Language-Teaching Methodology Interface 7. Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training 8. Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training 9. Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training

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Author Information

Mª Noelia Ruiz-Madrid is Senior Lecturer in the Department of English Studies at Universitat Jaume I, Spain. She has published on CLIL, EMI, and Multimodal Discourse Analysis. She has published in international journals and books. Among others, she has co-edited two special issues on ICLHE in System and Innovation in Language Teaching and Learning. Inmaculada Fortanet Gómez is Professor in the in the Department of English Studies at Universitat Jaume I, Spain. She has published on CLIL, EMI, and Multimodal Discourse Analysis. She has published in international journals and books. She is the author of CLIL in Higher Education (2013) and has co-edited two special issues on ICLHE in System and Innovation in Language Teaching and Learning.

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