A Typology of English-Medium Instruction

Autor/inn/en	Richards, Jack C.; Pun, Jack
Titel	A Typology of English-Medium Instruction
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.216-240 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pun, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220968584
Schlagwörter	Classification; Language of Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Content and Language Integrated Learning; Immersion Programs; Teaching Methods; Bilingual Education; Thematic Approach; Educational Objectives; Teacher Characteristics; Student Characteristics; Elementary Secondary Education; Higher Education; Cultural Context; Comparative Analysis; Program Design; Curriculum Development; Comparative Education + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; CLIL; Lernkonzept; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Themenzentrierter Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme design; Programmaufbau; Programmplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Vergleichende Erziehungswissenschaft
Abstract	The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium instruction (EMI). The expansion of EMI worldwide has resulted in many different forms of EMI, as well as some confusion as to how they differ. In addition, a number of different forms of EMI may occur in the same school or institution, area, or country. The different forms of EMI can be usefully classified in the form of a typology. A typology provides a basis for objective and quantifiable accounts of the characteristics of EMI in different situations. The present typology describes 51 features across 10 curriculum categories, which were identified when comparing different forms and realizations of EMI. It highlights the many different dimensions of EMI that are involved in describing, planning, or evaluating EMI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01