This book is about the policy-practice praxis in English language education, and draws on research from a diverse range of under-explored international settings to showcase the importance of contextual realities on how policy and practice interact. The case studies covered in the volume come from five continents (Africa, Europe, Asia, and South and North America) and cover 11 countries in total. The authors cover a wide range of themes and identify a number of issues at the interface between policy and practice. In some cases they also highlight local initiatives for navigating these issues, providing contextually-grounded guidance and experience which will be of use to teachers and teacher trainers in other settings. This book will be of interest to policy makers, EMI researchers, ELT practitioners, teacher trainers and trainees, and the broader Applied Linguistics research community.

As higher education institutions grapple with the rapid evolution of technology, they are faced with a myriad of challenges in effectively integrating these innovations into teaching, learning, and student support services. From navigating the complexities of instructional design to addressing issues of student engagement and success, educators and administrators are often left searching for comprehensive solutions to enhance the academic experience. Moreover, the increasing diversity of student populations and the growing demand for inclusive practices further complicate this landscape, requiring innovative approaches to ensure equitable access and support for all learners. Emerging Technologies Transforming Higher Education: Instructional Design and Student Success emerges as a timely solution to the pressing challenges facing higher education in the digital age. By offering a nuanced exploration of the intersection between technology and academia, this book equips educators and administrators with the knowledge and tools needed to navigate the complexities of technology integration effectively. Through insightful discussions on topics ranging from virtual reality and artificial intelligence to student support services and cybersecurity, this book provides practical guidance for leveraging emerging technologies to enhance teaching, learning, and student success.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

Higher education institutions (HEIs) are increasingly affected by globalization and internationalization, with implications for language use, teaching and learning in their academic communities. As a consequence, HEIs may change their approach to multilingualism on campus, taking into account language needs as well as opportunities and challenges associated with language diversity. The book aims at discussing aspects for the design of language policies, which could support internationalization and promote multilingualism and participation of different stakeholders. By presenting a language policy model, the book provides an alternative for those engaged in language diversity in HEIs.

Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

This comprehensive book presents emerging research findings and promising reform practices in the field of teacher education, curriculum, assessment, teaching and learning approaches, pedagogical innovations, and professional development in educating the next generation of globally competent students. It reflects the current trends and highlights contemporary teacher education programs in twenty greater Asian countries and regions. It offers insight into improving teacher education in Singapore, Malaysia, Thailand, Philippines, Vietnam, Cambodia, Laos, Myanmar, Indonesia, Brunei, India, Pakistan, Bangladesh, Bhutan, China, Korea, Taiwan, Japan, Hong Kong, and Macau. The handbook contains chapters written by experienced international teacher educators who draw on their experience and expertise to perennial issues and formidable challenges in teacher preparation and meaningful school reforms. This volume is a valuable resource and essential companion for teacher educators, faculty members, staff developers, trainee teachers, undergraduate and postgraduate students, researchers, school leaders, policy-makers, and professional learning communities to refresh their knowledge and improve their understanding. This book is a must-read for anyone interested in evolving issues in teacher education.

This book examines acknowledged practices and demonstrates to teachers how to make the most out of their assessment practices. It also explores different assessment methods for skills such as reading, writing, listening and speaking. Forecasting the future of assessment and where concepts like alternative assessment and dynamic assessment are heading, it also shows how relatively new teaching methods such as communicative methodologies and problem-based learning are reflected in assessment. This book represents a forum where contributors have presented their research and innovative ideas and practices on the important topic of assessment and opened a fresh debate on it. It offers an excellent reference guide for EFL teachers, practitioners, researchers and testing and assessment specialists. Each chapter examines central issues in assessment and their connection with teaching and learning in EFL contexts.