66 results on '"Smit, Ute"'
Search Results
2. Introduction
3. Researching English-Medium Higher Education
4. The ROAD-MAPPING Framework
5. Policy, practice and agency
6. 13 Englishization ‘under the radar’
7. Epilogue
8. Englishization ‘under the radar’
9. Englishization ‘under the radar’
10. ROAD-MAPPING English Medium Education in the Internationalised University
11. English in Austria: Policies and Practices
12. Managing Policies in EMEMUS
13. Introduction: Setting the Scene
14. Conclusions and Further Research
15. The ROAD-MAPPING Framework
16. English-Medium Education in International Higher Education Settings
17. Researching EMEMUS
18. Classroom discourse in EMI
19. Topicalizing language in CLIL teaching at technical colleges: A micro-level analysis of language-related episodes (LREs)
20. Beyond monolingualism in higher education
21. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings
22. 5. University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings
23. Content and Language Integrated Learning and ELF
24. Towards multilingualism in English‑medium higher education
25. ‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions
26. English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy
27. CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
28. The Englishization of Higher Education in Europe
29. English-medium education revisited
30. English-medium education in internationalised universities: sketching a way forward
31. Exploratory Interactive Explaining (EXINTEX): Constructing Disciplinary Knowledge in Two Multilingual University Settings
32. 9. Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’
33. English as a Lingua Franca in Higher Education
34. Charting policies, premises and research on content and language integrated learning
35. CLIL in an English as a lingua franca (ELF) classroom
36. Language use and language learning in CLIL
37. Language Policy and Education in South Africa
38. Capturing technical terms in spoken CLIL
39. New Contexts, New Challenges for TESOL: Understanding Disciplinary Reasoning in Oral Interactions in English-Medium Instruction
40. Negotiating political positions: subject-specific oral language use in CLIL classrooms
41. Prue Holmes and Fred Dervin (Eds): The Cultural and Intercultural Dimensions of English as a Lingua Franca
42. Book Review
43. Ethnolinguistic identity as common denominator: a socio-historical investigation of the lexical items for 'people' in South African English
44. Content and Language Integrated Learning and Immersion Classrooms
45. Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings
46. CLIL (Content and Language Integrated Learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597
47. English‐medium instruction at universities. Global challenges. AintzaneDoiz, DavidLasagabaster, and Juan ManuelSierra (eds.). Bristol: Multilingual Matters, 2013, xv + 221 pp.
48. Content and Language Integrated Learning (CLIL) and Immersion Classrooms: Applied Linguistic Perspectives
49. Content and Language Integrated Learning: A research agenda
50. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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