Connecting diverse theories and practices in English-medium Instruction (EMI) implementation, this book provides a comprehensive and systematic overview of EMI in K-12 settings in the Asian and European contexts. It addresses a wide range of ongoing challenges faced by many EMI policymakers and teachers and offers potential solutions or coping strategies. While it focuses on the contexts of Asia and Europe, the book can also provide inspirations or suggestions for researching and implementing EMI in other geographical or cultural contexts such as Africa. In brief, this book aims to (1) discuss up-to-date theories on EMI from different fields of research including language policy studies, applied linguistics and CLIL research, (2) provide detailed and critical reviews of EMI policies in K-12 education in the broad Asian and European contexts, (3) report empirical, classroom-based research on EMI implementation in these contexts and compare findings with those of the previous research, (4) engage different researchers and scholars from relevant fields in a dialogue about EMI-related theories, issues and challenges in these contexts and (5) serve as a hands-on resource for educational practitioners who are (interested in) practicing EMI.

Combines empirical research and detailed guidance for practitioners Consists of relatively concise chapters which are reader-friendly to both researchers and practitioners Engages researchers and educators from Asia and Europe in an intercultural and interdisciplinary dialogue on the topic

Autorentext

Michelle Gu

Gu Mingyue Michelle is Associate Professor and Head of the Department of English Language Education at the Education University of Hong Kong. Her research interests include internationalization in higher education, language policy and planning, family language policy, multilingualism and mobility, minority education, discourse theory and analysis, and teacher professional development. She has published widely in the above fields, with numerous articles appearing in journals such as Applied Linguistics, Higher Education, British Educational Research Journal, Language Teaching Research, Ethnic and Racial Studies, Journal of Migration and Ethnic Studies, Journal of Pragmatics, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, Computer Assisted Language Learning and so on.

April Liu

Yiqi LIU is an Assistant Professor in the Department of English Language Education, The Education University of Hong Kong and Honorary Assistant Professor in Technology-Enriched Learning Initiative at The University of Hong Kong. Her main research interests include discourse analysis, sociolinguistics, English language teaching and bilingual education. Yiqi has been involved in collaboration with school teachers and university researchers on curriculum innovation in a number of national contexts and her recent publications have appeared in major international journals such as Discourse and Communication , Language and Education , Assessment & Evaluation in Higher Education and International Journal of Bilingual Education and Bilingualism and Cr itical Inquiry in Language Studies.

Corey Huang

Corey Fanglei Huang is Postdoctoral Fellow at Department of English Language Education at the Education University of Hong Kong. He received a PhD degree from the University of Hong Kong in 2020. His research interests include critical multimodal discourse studies, critical sociolinguistics, social semiotics and linguistic/semiotic landscape in education.

Inhalt
Chapter 1: Overview of EMI and CLIL.- Chapter 2: Language policy studies of EMI.- Chapter 3: Translanguaging in EMI.- Chapter 46: empirical studies in different Asian and European contexts which identify issues, challenges and/or opportunities (for improvement, adjustment, etc.) in EMI K-12 classrooms.- Chapters 79: articles that combine empirical analysis and concrete and systematic suggestions or guidance for implementing EMI in K-12 education.- Chapters 1012: articles that discuss the ways researcher-practitioner collaboration can contribute to EMI education and theory-building in the field.