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  • Cross-Departmental Dialogues For The Success of English-Taught Programs: TESOL 2018 Handout

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    The growing presence of university English Taught Programs (ETPs) is an international phenomenon. Utilizing a typology of challenges to implementation, this presentation reports on a study of an EAP program supporting an ETP. It highlights importance of interdepartmental communication for effective ETPs and offers discussion of related contexts and issues.

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    Cross-Departmental Dialogues for the Success of English-Taught Programs: TESOL 2018 Handout

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    The growing presence of university English Taught Programs (ETPs) is an international phenomenon. Utilizing a typology of challenges to implementation, this presentation reports on a study of an EAP program supporting an ETP. It highlights importance of interdepartmental communication for effective ETPs and offers discussion of related contexts and issues.

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    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
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    8 vizualizări1 pagină

    Cross-Departmental Dialogues For The Success of English-Taught Programs: TESOL 2018 Handout

    Încărcat de

    varman2
    The growing presence of university English Taught Programs (ETPs) is an international phenomenon. Utilizing a typology of challenges to implementation, this presentation reports on a study of an EAP program supporting an ETP. It highlights importance of interdepartmental communication for effective ETPs and offers discussion of related contexts and issues.

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    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
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    “Cross-Departmental Dialogues for Sustainable Success of English-Taught Programs”

    Vanessa Armand, Amanda Tomanek, Brandon Imamura


    Wednesday, March 28, 2018, 11:30 am - 12:15 pm
    E253a (Lakeside)
    Key Terms, Acronyms, and Literature: ● Key literature:
    ○ Bradford, A. (2016). Toward a typology of
    implementation challenges facing English-
    ● Acronyms: medium instruction in higher education:
    ○ AL: Academic Literacy Evidence from Japan. Journal of Studies in
    ○ ELF: English as a Lingua Franca International Education, 20(4), 339-356.
    ○ EMI: English-Medium Instruction
    ○ ETP: English-Taught Program ○ Brown, H. (2016). English-medium instruction
    in Japan: Discussing implications for language
    teaching. In P. Clements, A. Krause, & H.
    ● Stakeholders:
    Brown (Eds.), Focus on the learner. Tokyo:
    ○ S1: AL teachers of W2 (writing) course
    JALT.
    ■ S1a: the researchers
    ○ S2: English Language Program ○ Brown, H. (2017). Why and why now?
    administrators Understanding the rapid rise of English-
    ○ S3: Other AL faculty: W1 (pre-requisite medium instruction in higher education in
    writing), R (analytical reading), & S Japan. Journal of International Studies and
    (public speaking) Regional Development, 8, 1-16.
    ○ S4: ETP content faculty
    ○ S5: University administration ○ Dearden, J. (2014). English as a medium of
    instruction - a growing global phenomenon.
    London, UK: British Council. Retrieved from:
    ● University Hierarchy
    https://www.britishcouncil.org/sites/default/fil
    es/e484_emi_-_cover_option_3_final_web.pdf

    ○ Toh, G. (2013). Where realities confront ideals:


    the personal, professional, philosophical and
    political in the teaching of academic English in
    a Japanese setting. Policy Futures in Education,
    11(5), 589-605.

    ○ Toh, G. (2016). Extrapolating from an inquiry


    into curricular issues concerning the adoption
    of English as medium of instruction in a
    Japanese university situation. Latin American
    ● Bradford’s (2016) Typology:
    Journal of Content and Language Integrated
    Learning, 9 (1), 210-235.
    4 Categories of doi:10.5294/laclil.2016.9.1.9
    Challenges for EMI in
    Lin Cu Contact info:
    Japanese Universities
    gui ltur Vanessa Armand: varmand@tiu.ac.jp
    (Bradford, 2016, p. 352) Amanda Tomanek: atomanek@tiu.ac.jp
    stic al Brandon Imamura: bimamura@tiu.ac.jp

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