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Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman
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First published in 1999. Language-acquisition methods are based on the way in which children learn their native tongue, a “successful” approach in which listening comprehension precedes speaking which, in turn, precedes reading and writing. Elements based on unconscious assimilation or indirect attention—among them, Soviet hypnopedia, the Tomatis Method and Sophrology. Methods for unconscious assimilation—and, in particular, Suggestopedia, its variants, its adaptations and its background elements—are the subject of this book. Part I of Suggestopedia and Language Acquisition deals with the theories behind Suggestology and Suggestopedia, in addition to the original suggestopedic language class which was developed in Bulgaria in the late 1960s and early 1970s. Part II discusses the various background and complementary elements to the original version of Suggestopedia: suggestion, yoga, baroque music and music therapy, the teacher as Pygmalion, nonverbal communication and brain research. The third section examines related methods based on unconscious assimilation: Soviet sleep-learning, Sophrology, the Tomatis Approach and the Suzuki Method for music learning. In the fourth and final section, versions and variants are discussed.
Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, programme administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship. Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability.