The Affective Dimension in English-Medium Instruction in Higher Education

Flor de Lis González-Mujico (Hrsg.), David Lasagabaster (Hrsg.), Alberto Fernández-Costales (Hrsg.)

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Geisteswissenschaften, Kunst, Musik / Allgemeine und Vergleichende Sprachwissenschaft


This book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better understanding of how programs can be streamlined and enhanced. The chapters cover topics such as learner motivation, anxiety, emotions, willingness to communicate, teacher motivation and teacher beliefs. They offer new insights into the field with data from anglophone and non-anglophone countries, monolingual and multilingual territories as well as migration contexts. Each chapter concludes with recommendations for both language and content teachers in higher education settings. This book will be of interest to researchers working in the fields of applied linguistics, bilingual education, multilingualism and language teaching as well as teacher trainers and adult education instructors seeking to expand their knowledge on the affective dimension.

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teacher beliefs, learner motivation, anxiety, willingness to communicate, multilingualism, teacher training, emotions, CLIL, EMI programmes, EMI programs, English-medium instruction, EMI education, bilingual education, identity and wellbeing, teacher motivation, affect, emotion, teacher education, affective dimension, identity, motivation, multilingual education, plurilingual identity, EMI