English-Medium Instruction in Chinese Universities

Jing Zhao is Associate Professor at Sun Yat-sen University, China, and Visiting Research Scholar at Harvard Graduate School of Education, US (2014-15). She earned her doctoral degree in Curriculum and Instruction, specializing in English as a Second Language, from Texas A&M University. Dr. Zhao’s research interests include second language acquisition, effectiveness of various bilingual programs, and ESL/EFL teacher development. Her work appeared in Annals of Dyslexia, International Journal of Bilingualism and Contemporary Educational Psychology. L. Quentin Dixon is Associate Professor in the Department of Teaching, Learning and Culture, Texas A&M University. Dr. Dixon's research interests focus on the language and literacy development of bilinguals, and in using rigorous quantitative research methods to study educational questions. Dr. Dixon has published in leading journals such as Review of Educational Research, Journal of Research in Reading, and Journal of Applied Developmental Psychology.

• Introduction Part I Perspectives Chapter 1: Balance of Content and Language in English-Medium Instruction Classrooms Chapter 2: College Students’ Perspectives on English Medium Instruction and their English Learning Motivational Intensity Chapter 3: College Students’ Attitudes Toward English-Medium Instruction and the English Language Part II Classroom DiscourseChapter 4: English-Medium Instruction in a Medical School: Managing Classroom Discourse Chapter 5: English-Medium Instruction Classroom Discourse in a Liberal Arts School: History Recontextualized Chapter 6: English-Medium Instruction in a Math Class: An Observation Study of Classroom Discourse Part III EvaluationChapter 7: Evaluation of learning outcomes in an education course: Does it work? Chapter 8: Using English to Teach Content Courses in Universities for Nationalities: Policies, Practices and Challenges Chapter 9: Asking and Answering Questions in English-Medium Instruction Classrooms: What is the Cognitive and Syntactic Complexity Level? Conclusion L. Quentin Dixon, Jing Zhao

"Examining English-medium instruction in Chinese higher education from multiple perspectives and via a variety of research methodologies, this valuable collection of new studies presents a rich analysis of policy initiatives, classroom happenings, and stakeholders’ perceptions. It is an informative read for educational policymakers, practitioners, researchers, and graduate students who are interested in language-in-education policies and practices in China." -- Guangwei Hu, Nanyang Technological University, Singapore