The Affective Dimension in English-Medium Instruction in Higher Education - (Bilingual Education & Bilingualism) (Paperback)

About the Book

This book offers a timely investigation into the impact of affective factors on learning in English-medium instruction. It explores topics including motivation, anxiety, emotions, willingness to communicate and teacher beliefs, providing insights into the field from Anglophone, non-Anglophone, monolingual, multilingual and migration contexts.

Book Synopsis

This book offers a timely investigation into the impact of affective factors on learning in English-medium instruction. It explores topics including motivation, anxiety, emotions, willingness to communicate and teacher beliefs, providing insights into the field from Anglophone, non-Anglophone, monolingual, multilingual and migration contexts.

Review Quotes

The internationally recognized editors and authors of this volume provide a significant contribution to understanding how emotional and psychological factors shape EMI programs. Covering a broad spectrum of topics, from identity and well-being to academic outcomes and classroom practices, this volume offers valuable insights for educators and policymakers striving to enhance EMI experiences.

This book offers novel and incisive insights into how emotions in EMI affect perceptions, practices and achievement. Through highly diverse contexts, the chapters highlight subtle tensions that pervade disciplinary learning through English, colouring identity building and transformative learning that students and teachers experience. Highly recommended for scholars and practitioners who wish to deepen their understanding of how affective factors mediate EMI learning and teaching.

Zooming in on an often-overlooked dimension of education, this edited volume brings the relevance of affect into the limelight of research into English-medium higher education. It is timely not only in focus, but also in its broad spread of topics and geopolitical regions. This book will be a valuable resource especially for EMI researchers, policy developers and curriculum designers.

About the Author

David Lasagabaster is Full Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He publishes widely on topics within EMI, CLIL, second language acquisition and multilingualism. He serves on the editorial board of seven journals, including the International Journal of Bilingual Education and Bilingualism.

Alberto Fernández-Costales is Associate Professor at the University of Oviedo, Spain. His research interests include EMI, language attitudes, motivation, language teaching methodology and audiovisual translation. He is Associate Editor of the Porta Linguarum and Perspectives journals.

Flor de Lis González-Mujico is a Postdoctoral Researcher at the University of the Basque Country UPV/EHU, Spain. Her research explores self-concept and motivation, EMI, multilingualism, digital competence and language teaching methodology.