ESP in European Higher Education
Integrating language and content
Editors
| Universitat Jaume I, Castelló
| Chalmers University, Gothenburg
The Bologna Reform has been implemented in a large part of the European Union and it is time to take a short pause to reflect over some of the lessons learned up to now. The aim of this book is to share experiences and reflections on English for Specific Purposes pedagogy in Western European higher education. Taking as a starting point the development of the EU policies during the past couple of decades and their national implementations, the chapters in this book provide various perspectives, both theoretical and practical, on the ways in which the reform has been implemented and its effects on the teaching of ESP. Experiences of developing programmes and courses incorporating Content and Language Integrated Learning and Autonomous and Lifelong Learning are described, as well as Problem-Based Learning and Process-Genre Pedagogies. The book also includes chapters on the crucial, but often neglected issue of teacher support in meeting the challenges of teaching content through the medium of English.
[AILA Applied Linguistics Series, 4] 2008. vi, 285 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Introduction
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1–7
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Part I. ESP/EAP in Western Europe post Bologna
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9
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11–51
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Part II. Theoretical and educational approaches to the teaching/learning of ESP/EAP
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53
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55–73
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75–96
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97–115
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117–143
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Part III. Integrating content and language (national adaptations)
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145
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147–164
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165–179
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181–197
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199–211
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213–232
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233–243
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Part IV. English as the medium of teaching and communication: Courses for staff
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245
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247–266
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267–282
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Index
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283–285
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“For ESP instructors, and anyone interested in the current status of higher education within Western Europe, this book will be very informative. It is well-organized and describes the challenges and successes of the Bologna reform from the perspective of those actively trying to implement it.”
Iris F. Levitis, Rostock, in eLanguage, 8 December 2010
“This is a timely book. European universities are currently restructuring their curricula on a grand scale and the envisaged internationalisation requires new language policies. This book gives insights into how people in different national and disciplinary contexts rise to the challenge. Read it!”
Christiane Dalton-Puffer, University of Vienna (Austria)
“The important spread of English in Higher Education in Europe has so far been very little examined and this volume is a timely and very valuable contribution to its study. This book provides the necessary theoretical background for the integration of content and language at the university level and reports the challenges of having English as the language of instruction. I strongly recommend it to researchers and language planners in universities and colleges in Europe and elsewhere in the world.”
Jasone Cenoz, Professor of Education, University of the Basque Country (Spain)
“The breadth and depth of the authors' accounts of their own experiences to integrate content teaching and English and the universality of the linguistic, educational and political issues raised, make this book unique in the literature and essential reading for teachers, researchers and legislators working in ESP instruction at university level within and beyond European borders.”
Elena Bárcena, Universidad Nacional de Educación de Distancia (Spain), in Iberica Vol. 18, 2009
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This list is based on CrossRef data as of 16 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General