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3. Introduction

4. Language Affordances and Emergence: Authentic Language Use in the SA Program

5. Conclusion

6. The Cultural, Intercultural, and Symbolic Dimensions of SA

7. An Ecological Approach to SA: Theoretical and Methodological Perspectives

8. The Influence of Identity and Self-Concept on Personalised Trajectories of SA

9. Settings and Interaction Opportunities in the SA Program

10. The EMI Quality Management Program: A Novel Solution Model

11. Why Student Retention Matters for Turkish EMI Universities?

12. Exploring the Functions of Okay as a Discourse Marker in an English-Medium Instruction Class

13. Review and Final Thoughts: The Future of English-Medium Instruction in Turkey

14. Academic English Language Policies and Practices of English-Medium Instruction Universities in Turkey from Policy Actors’ Eyes

15. Turkish Undergraduates’ Perspectives on EMI: A Framework Induced Analysis of Policies and Processes

16. Questioning the Metacognitive Reading Strategies in an English-Medium Instruction (EMI) Setting

17. Internationalization, Mobility and English-Medium Instruction in the Context of Turkish Higher Education

18. Content and Language in EMI Assessment Practices: Challenges and Beliefs at an Engineering Faculty in Turkey

19. A Closer Look at the Doctoral Writing Practices in an English-Medium Instruction University in Turkey

20. Training Language Teachers for English-Medium Instruction (EMI) Contexts Through the Use of Augmented Reality

21. Stakeholder Perspectives on the Use of English-Medium Instruction (EMI) in Turkish Universities

22. Multi-level EMI Policy Implementation in Turkey’s Higher Education: Navigating Ideological Tensions

23. English-Medium Instruction in Northern Cyprus: Problems, Possibilities, and Prospects

24. Reflections on English-Medium Instruction in Turkish Higher Education Institutions, Educational Quality and Insights from International Experience

25. Historical Contexts of Multilingualism: Non-Chinese Languages of Macau (1500–1999)

26. Language in Higher Education: Local Needs and Global Desires

27. The Effects of CLIL on FL Learning: A Longitudinal Study

28. Overview of Social and Educational Changes to Macau: Twenty Years After the 1999 Handover

29. Future Directions and Prospects for the Macau Language Ecology

30. CLIL and L1 Competence Development

31. The Effects of CLIL on Subject Matter Learning: The Case of Science in Primary and Secondary Education

32. The Impact of CLIL on FL Grammar and Vocabulary

33. Investigating the Effects of CLIL on Language Attainment: Instrument Design and Validation

34. Are CLIL Settings More Conducive to the Acquisition of Digital Competences? A Comparative Study in Primary Education

35. Characterising Representative CLIL Practices: An Andalusian Case Study

36. CLIL and ELF: Friends or Foes?

37. Introduction

38. Language and Educational Language Policy in Childhood Education: Pre-primary and Primary Education

39. Advancing CLIL as Bilingual Pedagogy and Performance in Spain: A Commentary from ‘el Otro Lado del Charco’

40. Historical Contexts of Multilingualism: Chinese Languages of Macau (1500–1999)

41. Language and Educational Language Policy in Youth Education: Junior and Senior Secondary Education

42. The Linguistic Ecology of Multilingual Communities

43. The Sociolinguistics of Size: How Multilingualism in a Small Society Differs from a Large One

44. Expanded Pedagogical Spaces: Enhancing Roma Students Involvement in School

45. Changing Language, Continuing Discourse: A Shift Toward ELF and Persistent Native-Speakerism in Japan’s ELT Policy

46. CLIL Pedagogy for EIL in Higher Education

47. Afterword: Functional Variation and Context of Situation

48. A Pilot Application of Educational Materials for the Natural Sciences in the Project for the Education of Muslim Minority Children in Thrace

49. The Semiotic Functions of English in Indonesia

50. Functionality of English in Language Education Policies and Practices in Nepal

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