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Home Courses UTOKYO ENGLISH ACADEMIA 4 Lecture 7: ‘What English’ in EMI? References

References

(Lecture 7 pre-lecture activity)
Kirkpatrick, A. (2017). The languages of higher education in East and Southeast Asia: Will EMI lead to Englishisation? In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific (pp. 21–36). Cham: Springer.
(Lecture 7)
Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibérica, 22, 35–54.
Barnard, R., & McLellan, J. (Eds.). (2014). Codeswitching in university English-medium classes: Asian perspectives. Bristol: Multilingual Matters.
Earls, C. W. (2016). When English just is not enough: ‘Multilingualism with English’ in contemporary European higher education. International Journal of Applied Linguistics, 26(3), 329–47.
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. In S. Makoni, & U. Meinhof (Eds.), Africa and Applied Linguistics: AILA Review 16 (pp. 38–51). Amsterdam: John Benjamins.
Ferguson, G. (2009). What next? Towards an agenda for classroom codeswitching research. International journal of bilingual education and bilingualism, 12(2), 231–241.
Lee, J. H., & Macaro, E. (2013). Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean ESL learners. The Modern Language Journal, 97(4), 887-901.
Lo, Y. Y., & Macaro, E. (2015). Getting used to content and language integrated learning: What can classroom interaction reveal? The Language Learning Journal, 43(3), 239–55.
Macaro, E. (2013). Overview: Where should we be going with classroom codeswitching research? In R. Barnard, & J. McLellan (Eds.), Codeswitching in university English-medium classes: Asian perspectives (pp. 10–23). Bristol: Multilingual Matters.
Macaro, E., & Lee, J. H. (2013). Teacher language background, codeswitching, and English-only instruction: Does age make a difference to learners’ attitudes? TESOL Quarterly, 47(4), 717–42.
Mazak, C. M., & Carroll, K. S. (Eds.). (2017). Translanguaging in Higher Education. Bristol: Multilingual Matters.
Paulsrud, B. Y. (2016). English-medium instruction in Sweden: Perspectives and practices in two upper secondary schools. Journal of Immersion and Content-Based Language Education, 4(1), 108–28.
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge: Cambridge University Press.
Söderlundh, H. (2012). Global policies and local norms: Sociolinguistic awareness and language choice at an international university. International Journal of the Sociology of Language, 216, 87–109.
Tarnopolsky, O. B., & Goodman, B. A. (2014). The ecology of language in classrooms at a university in eastern Ukraine. Language and Education, 28(4), 383–396.
Tian, L., & Macaro, E. (2012). Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A lexical focus-on-form study. Language Teaching Research, 16(3), 367–91.
Wei, L. & Martin, P. (2009). Conflicts and tensions in classroom codeswitching: An introduction. International Journal of Bilingual Education and Bilingualism, 12(2), 117–22.

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