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1. Introduction

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

3. Conclusion

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

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

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

7. Settings and Interaction Opportunities in the SA Program

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

9. Why Student Retention Matters for Turkish EMI Universities?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

27. Future Directions and Prospects for the Macau Language Ecology

28. CLIL and L1 Competence Development

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

30. The Impact of CLIL on FL Grammar and Vocabulary

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

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

33. Characterising Representative CLIL Practices: An Andalusian Case Study

34. CLIL and ELF: Friends or Foes?

35. Introduction

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

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

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

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

40. The Linguistic Ecology of Multilingual Communities

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

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

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

44. CLIL Pedagogy for EIL in Higher Education

45. Afterword: Functional Variation and Context of Situation

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

47. The Semiotic Functions of English in Indonesia

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

49. Reflections on Teaching and Learning of English as a Second Language in India

50. Has English Medium Instruction Failed in Pakistan?

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