Research Methods in English Medium Instruction (Paperback, 1)

1. Introduction 1.1. Research Methods in EMI studies 1.2. A Detailed Synopsis1.3. A Description of the Target Market 2. Researching Conducted on Classroom Interaction in the English Medium Instruction Context 2.1. Overview and Context2.1.1. Why Researchers are Interested in Exploring Classroom Interactions as a Method?　　 2.1.2. Research Planning & Design2.2. Amount and Pedagogical Functions of Classroom Interactions　 2.3. Individual Teaching Strategies of EMI Teachers2.4. Codeswitching and Translanguaging Practices in EMI Classrooms　 2.5. Analytical Framework 1: Classroom Discourse Model (Sinclair & Coulthard, 1975)2.6. Analytical Framework 2: Pedagogical Functions of Classroom Interaction (Tsui, 1985)　 2.7. Analytical Framework 3: Communicative Approaches (Mortimer & Scott, 2003)2.8. Analytical Framework 4: Teacher’s Questioning Style (Yip, 2004)　 2.9. Concluding Summary 3. Trends in Using Questionnaires for EMI Research: Suggestions for Future Improvements 3.1. Questionnaires and their Significance in EMI 3.2. Current Trends in EMI 3.3. Current Research Designs in EMI 3.4. Suggestions for Improving Quality of Questionnaires in EMI 3.5. Concluding Remarks 4. Teacher’s Cognitions on Motivational Practice in Medium of Instruction Settings: Lessons Learned in Using Stimulated Recalls Interviews 4.1. Background of the Study　 4.2. Motivational Teaching Practice　 4.3. Teacher Cognition 4.4. The Study　 4.5. Lessons Learned 5. Researching Assessment in EMI　 5.1. Project Overview and Context 5.2. Research Planning　 5.2. Research Design 5.3. Method in Detail　　 5.3.1. Data Sources 5.3.2. Data Analysis　 5.4. Practical Lessons Learned 5.5. Concluding Summary 6. Establishing Quality Criteria and an EMI Certification Procedure　 6.1. EMI Teacher Assessment ? Initial Idea for a Certification Procedure 6.2. EMI Quality Assurance ? How to Measure and Assess Quality　 6.3. Developing a Certification Procedure and Assessment Criteria 6.3.1. The Certification Procedure and Evaluation Process　　 6.3.2. The Criteria for Linguistic Competencies 6.3.3. The Criteria for Communicative Competencies　 6.4. An Excerpt of Dual-Perspective Assessment Criteria in Practice　 6.5. Findings, Lessons Learned and Potential Implications 7. Corpus Linguistic Methods in EMI Research: A Missed Opportunity?　 7.1. Overview 7.2. Introduction　 7.3. Focus on Vocabulary and Grammar 7.4. Focus on Written and Spoken Discourse　 7.5. Focus on Discourse Functions and Interaction 7.6. Concluding Remarks 8. Developing Collaborative Lesson Planning Tool in EMI　 8.1. Introduction 8.2. EMI in Turkey　 8.3. Collaboration between Language Specialists and Content Specialists　 8.4. Teacher Collaboration in Higher Education Context 8.5. An Intervention: Collaboration between PYP Teacher and EMI Teacher　 8.6. Collaborative Planning Tool (CPT): A Framework for EMI Teacher Collaboration 8.7. Limitations　 8.8. Conclusion 9. Researching Translanguaging in EMI Classrooms　 9.1. Introduction 9.2. The Study　　 9.2.1. Research Planning and Design 9.2.2. Methodological Framework: Combining Multimodal Conversation Analysis with an Ethnographic Approach　　 9.2.3. Methodology in Details 9.3. Concluding Thoughts Index