Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/101872
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dc.contributorDepartment of English and Communicationen_US
dc.creatorLei, Jen_US
dc.creatorHu, Gen_US
dc.date.accessioned2023-09-20T07:57:01Z-
dc.date.available2023-09-20T07:57:01Z-
dc.identifier.isbn978-981-16-2327-1en_US
dc.identifier.urihttp://hdl.handle.net/10397/101872-
dc.language.isoenen_US
dc.publisherSpringer Singaporeen_US
dc.rights© Springer Nature Singapore Pte Ltd. 2022en_US
dc.rightsThis version of the book chapter has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use(https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-981-16-2327-1_23-1.en_US
dc.subjectEnglish-medium instructionen_US
dc.subjectEMI policiesen_US
dc.subjectProfessional developmenten_US
dc.subjectTranslanguagingen_US
dc.subjectContent learningen_US
dc.subjectLanguage learningen_US
dc.titleResearch on English-medium instruction in the Asia Pacific : trends, foci, challenges, and strategiesen_US
dc.typeBook Chapteren_US
dc.identifier.doi10.1007/978-981-16-2327-1_23-1en_US
dcterms.abstractThe Asia-Pacific region has seen an exponential growth of English-medium instruction (EMI) over the past two decades or so. In response to the rapid spread of EMI, there is increased research attention to this form of pedagogy. This chapter seeks to explore the trends and foci of research on EMI in the Asia Pacific and offer useful implications for dealing with challenges and capitalizing on opportunities in EMI. Drawing on 133 journal articles retrieved systematically from the Web of Science, it shows that the literature on EMI in the Asia-Pacific region has grown rapidly over the past decade, covering a wide range of issues and concerns, including both well-trodden ones (e.g., stakeholder perceptions of EMI, EMI practices, and EMI impacts) and emerging ones (e.g., professional development for EMI instructors, roles of English and other languages in EMI, and support systems for EMI). It identifies three salient challenges reported in the literature, namely, misalignments between monolingual ideologies in EMI policies and multilingual realities in EMI practices, non-EMI/EMI transition either from high school to university contexts or in cross-border/transnational contexts, and the professional development of EMI instructors. This chapter concludes by summarizing insights derived from the extant research and outlining directions for future research.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationIn WO Lee, P Brown, AL Goodwin, & A Green (Eds), International handbook on education development in Asia-Pacific. Singapore: Springer, 2022. https://link.springer.com/referenceworkentry/10.1007/978-981-16-2327-1_23-1en_US
dcterms.issued2022-08-
dc.description.validate202309 bcchen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera2429-
dc.identifier.SubFormID47667-
dc.description.fundingSourceRGCen_US
dc.description.pubStatusPublisheden_US
dc.description.oaCategoryGreen (AAM)en_US
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