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Home > Language, Linguistics & Creative Writing > Linguistics > Psycholinguistics and cognitive linguistics > Bilingualism and multilingualism > Developing Language Competence through English for Specific Purposes in English-Medium University Settings: (123 New Perspectives on Language and Education)
Developing Language Competence through English for Specific Purposes in English-Medium University Settings: (123 New Perspectives on Language and Education)

Developing Language Competence through English for Specific Purposes in English-Medium University Settings: (123 New Perspectives on Language and Education)


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About the Book

This book explores the interplay between English for specific purposes (ESP) and English-medium instruction (EMI), the complementary ways in which EMI and ESP are implemented in different contexts, as well as teaching and assessing challenges. Furthermore, it considers teaching practices used by ESP professionals and the kind of support given to EMI through ESP. The book makes a valuable contribution to the growing body of research around EMI and ESP by offering a combined study of the presence, practices, roles and impact of English in EMI and ESP in internationalised universities. Looking at the interplay between these two types of instruction, this volume is an opportunity for researchers and practitioners to probe to what extent universities can benefit from EMI and ESP to enhance international skills among lecturers and students in an inclusive way; their impact on the internationalisation of Higher Education institutions; and the outcomes that result from institutionally bundling ESP and EMI as complementary internationalisation actions in a sustainable way.

Table of Contents:
Contributors Acknowledgements Part 1: The Interplay between ESP and EMI Chapter 1. Dietmar Tatzl, Marta Aguilar-Pérez and Balbina Moncada-Comas: Introduction to Developing Language Competence through English for Specific Purposes in English-Medium University Settings Chapter 2. Helen Basturkmen: EMI, ESP and EAP Chapter 3. Desirée Acebes de la Arada and Monika Woźniak: Over-the-Counter and Prescription English: 'Drug' Interactions between CLIL/EMI and ESP in Pharmacy Chapter 4. Kornelija Čakarun and Branka Drljača Margić: EMI versus Non-EMI: Students’ Motivation, Expectations and Language Progress Part 2: Pedagogical Challenges and Innovations in ESP Chapter 5. Irene Castellano-Risco: Incorporating a Function-Based Perspective into ESP Classes: A Pilot Experience at a Business English Course Chapter 6. Pavel Zemliansky: Genre-Based Instruction in English in an Engineering Communication Course: An Approach to Course Design Chapter 7. María del Carmen Arau Ribeiro, Tanja Vesala-Varttala, Rita Koris and Ágnes Pál: LSP and EMI Teacher and Student Perspectives on Authentic Assessment Practices at European Universities amid the COVID-19 Crisis and Beyond Chapter 8. Balbina Moncada-Comas, Dietmar Tatzl and Marta Aguilar: Conclusion: Finding Common Ground with EMI and Reappraising ESP Index

About the Author :
Marta Aguilar-Pérez is an associate professor of English for specific purposes and technical communication at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research focuses on professional and academic communication as well as the role of ESP in internationalised universities offering English-medium taught courses and programmes. Balbina Moncada-Comas is an assistant professor of English for specific purposes at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research interests include multimodality, plurilingualism, identity and emotion, and classroom practices in EMI and ESP settings. Dietmar Tatzl is a faculty member of the Institute of Aviation, FH Joanneum University of Applied Sciences, Austria, where he has taught English language courses to aeronautical engineering students for 22 years. His research interests include English for specific purposes, English for science and technology, and engineering education.

Review :
In a university context in which ESP seems to be in competition with EMI, this volume is a timely contribution to underscore the limitations of one without the other. As the book chapters highlight, ESP has proven to be the best language support for EMI, and EMI provides the best practice for ESP. This is an enlightening volume demonstrating the importance of ESP in EMI and convincingly arguing for the reappraisal of its role in today’s EMI-driven tertiary education. Essential reading for course designers, ESP teachers and subject specialists as well as for the ESP and EMI research communities in general! This timely collection of studies conducted in different national contexts chimes with current scholarly debates surrounding ESP/EAP and EMI. The editors have done a brilliant job creating synergy between the two research fields and outlining avenues for collaboration. This book is an essential read for university teachers, researchers and policymakers. The book is a valuable resource for educators and researchers navigating the intersection of EMI and ESP. One of its greatest strengths is its comprehensive approach, offering insights from multiple disciplines and presenting both theoretical discussions and practical applications. Additionally, its accessible structure makes it suitable for both newcomers to the field and experienced scholars. 


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Product Details
  • ISBN-13: 9781800416864
  • Publisher: Multilingual Matters
  • Publisher Imprint: Multilingual Matters
  • Height: 234 mm
  • No of Pages: 149
  • Series Title: 123 New Perspectives on Language and Education
  • Weight: 468 gr
  • ISBN-10: 1800416865
  • Publisher Date: 12 Nov 2024
  • Binding: Hardback
  • Language: English
  • Returnable: Y
  • Spine Width: 11 mm
  • Width: 156 mm


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