Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

2 results

  • 2 - Conceptualisations of English in an Italian EMI Context

  • from Part I - Ideologies and Educational Policies
  • Edited by Seyyed-Abdolhamid Mirhosseini, University of Hong Kong, Peter I. De Costa, Michigan State University
  • Book:
    Critical English Medium Instruction in Higher Education
    Published online:
    31 January 2025
    Print publication:
    06 February 2025, pp 19-36

  • Summary

    This chapter reports on ethnographic research carried out in an EMI course in an Italian higher education institution. The chapter starts with a brief overview of the recent, contested growth of EMI in Italy and a critical analysis of national policy documents to unveil the ideological underpinnings of EMI in this sociocultural context. This is followed by the presentation and discussion of findings of ethnographic research carried out over three years in a course designed to promote critical language awareness in an EMI context. The study looks at how students’ ideologies of language interact with those identified at the macro and meso levels, first of all by exploring the language portraits and biographies of a class of students at the beginning of their English-Taught Programme. This is followed by a more in-depth analysis of the portraits and biographies of three students who were interviewed one year later. This provides a longitudinal dimension to the research and insights into the changing nature of language ideologies and also linguistic repertoires.

Intercultural Communication in Virtual Exchange

Intercultural Communication in Virtual Exchange
  • Francesca Helm
  • Published online:
    25 November 2024
    Print publication:
    09 January 2025
  • Virtual exchange is an educational approach that uses technology to bring together people from geographically and/or culturally distant locations in sustained online interactions, often intended to develop their intercultural awareness and understanding. Though the practice has existed for several decades, it has gained popularity in recent years, in part due to the recent Covid-19 pandemic and recourse to online tools for international and intercultural learning. This Element explores intercultural communication in virtual exchange by looking at how and why culture is made relevant in the pedagogical design and framing of virtual exchanges and what impact this might have on student positioning, power dynamics, and on intercultural learning. From this framework three broad approaches are outlined, which are defined as comparative, challenge-based, and dialogue-based. Each approach is explored through examples and the opportunities, limitations, and risks for intercultural learning.