Developing and Evaluating Quality Bilingual Practices in Higher Education

Sonst. Personen	Rubio-Alcalá, Fernando D. (Hrsg.); Coyle, Do (Hrsg.)
Titel	Developing and Evaluating Quality Bilingual Practices in Higher Education
Quelle	(2021), (224 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-78892-369-9
Schlagwörter	Higher Education; Bilingual Education; Educational Quality; International Education; Multilingualism; Quality Assurance; Foreign Countries; Program Design; Program Evaluation; Language of Instruction; Language Planning; Cultural Context; Second Language Learning; Brazil; Finland; Mexico; Spain; Sweden; Switzerland; United Kingdom; Portugal + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bilingual teaching; Bilingualer Unterricht; Quality of education; Bildungsqualität; Internationale Erziehung; Mehrsprachigkeit; Multilingualismus; Qualitätssicherung; Ausland; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Teaching language; Unterrichtssprache; Sprachwechsel; Zweitsprachenerwerb; Brasilien; Finnland; Mexiko; Spanien; Schweden; Schweiz; Großbritannien
Abstract	This book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01