Tutors’ beliefs about language and roles: practice as language policy in EMI contexts-Reference-Cited by-同舟云学术

Tutors’ beliefs about language and roles: practice as language policy in EMI contexts

Published:2021-09-06 Issue: Volume: Page:1-15
ISSN:1356-2517
Container-title:Teaching in Higher Education
language:en
Short-container-title:Teaching in Higher Education

Author:

Heron Marion¹^ORCID,Dippold Doris²^ORCID,Aksit Necmi³^ORCID,Aksit Tijen⁴^ORCID,Doubleday Jill⁵^ORCID,McKeown Kara⁶^ORCID

Affiliation:

1. Surrey Institute of Education, University of Surrey, Guildford, UK

2. School of Literature and Languages, University of Surrey, Guildford, UK

3. Graduate School of Education, Bilkent University, Ankara, Turkey

4. Faculty of Academic English, Bilkent University, Ankara, Turkey

5. Academic Centre for International Students, University of Southampton, Southampton, UK

6. Academic Bridge Programme, Zayed University, Dubai, UAE

Funder

British Council

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13562517.2021.1973410

Reference45 articles.

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4. Arkoudis, S., and L. Doughney. 2014. Good Practice Report–English Language Proficiency. Sydney: Office for Learning and Teaching. Retrieved from https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/1489162/GPR_English_language_2014.pdf.

5. English and more: a multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia

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