1,721,009 research outputs found
English-medium Instruction in Italian Universities: "If we’re Gonna Do it Do it Right, Right?"
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A survey of lecturers’ needs and feedback on EMI training
No full textThis chapter describes the research study which was carried out at the University of Padova as part of the LEAP project (Learning English for Academic Purposes). It begins with the rationale of the project, which entailed the provision of professional development for lecturers after having identified their needs through a needs analysis. This is followed by a brief review of the literature as regards professional development and lecturer needs in English-medium instruction (EMI). Then a description of the different phases of the project and the relative research questions are provided, followed by our findings and their implications
Introduction to this volume
No full textIntroduction to this volume. The introduction provides a brief overview of English-medium instruction in Italy and Europe, highlighting the key issues. It then provides a summary of the volume chapters, bringing together key insights from the different contributions and the points they raise about this controversial issue in Italian higher education. English is increasingly used as a medium of instruction in European higher education not only in northern countries, but also in the European ‘south’. The introduction begins with an overview of EMI in Europe and the Italian context, and some of the arguments against the indiscriminate spread of English as a medium of instruction in higher education. It then summarises the chapters which focus on the microcontext of the university, giving voice to the various stakeholders in EMI. These include researchers, lecturers, administrative staff, those involved in professional development and students. The views and experiences of twelve EMI lecturers from a range of academic disciplines are analyzed and common themes which emerge from these chapters are highlighted
Nove ragioni e mezzo contro la monarchia dell'inglese
No full textIl saggio discute criticamente la scelta di alcune università italiane di istituire corsi di laurea interamente in lingua inglese, ricapitolando i motivi di contrarietà a tale opzione, che divide in tre tipologie (perplessità pratiche e contingenti, problematiche linguistico-culturali e preoccupazioni politico-culturali) per complessive nove ragioni: efficacia dell'insegnamento, efficacia dell'apprendimento, impoverimento della lingua italiana, impoverimento della cultura italiana, obiezioni allo status di lingua franca dell'inglese, libertà di insegnamento, privatizzazione del sapere, monolinguismo e monoculturalismo, statuto del'inglese nell'UE dopo la Brexit), cui aggiunge una riflessione suila tendenza omologatrice della cultura mainstream contemporanea
The gender historician
Full text linkthe contribution is about teaching gender policies in English in the italian academia. how is ti difficult to talk about gender in italian academia and how English can become a mean to convey content and prospects difficult to conceive within the boundaries of language and Italian cultural tradition
The literary scholar
No full textThis short essay presents the challenges and issues connected with teaching English literature in a non-English speaking Italian universit
Introduction
Full text linkThis introduction to the volume of case studies provides an outline of what virtual exchange is and the context in which the case studies were gathered, as well as providing an overview of the themes that the case studies address in online education and in particular virtual exchange
The forest ecologist
No full textI began to teach in English during my third year of assistant professorship. My foreign students are expected to learn how to manage woodlands and how to conserve the plants and the animals that make up forest ecosystems.
For six years I have been visiting universities in Europe, Australia and Africa, ambitiously immersing myself in the everyday life, in an attempt to feel those “cultural thought patterns” Robert Kaplan (1966) puzzled over in his essay of that title. Gradually over this period, from country to country, and from class to class, I developed an idea of how I should teach in this vehicular language. For example, I have learnt how to lower language barriers in learning and teaching through information and communication technology. Yet, cultural barriers can be more profound than language barriers and straight technological bridges alone may not be enough to cross them
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