The Affective Dimension in English-Medium Instruction in Higher Education

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.

Contributors



David Lasagabaster, Alberto Fernández-Costales and Flor de Lis González-Mujico: Introduction – The Impact of Affective Variables on EMI Programmes: A Close Examination



Part 1: The Impact of Affective Factors on Identity and Wellbeing



Chapter 1. Annette Bradford: Japanese Women Professors Traversing Internationalized Classroom Worlds: A Scary and Challenging, yet Fun and Necessary Adventure



Chapter 2. Susan Coetzee-Van Rooy: Attitudes Towards Learning in English: A Language Portrait View from South African Students



Chapter 3. Rui (Eric) Yuan, Christy Xuyan Qiu and Tiefu Zhang: Probing EMI Teachers’ Psychological Experiences in Chinese Higher Education: A Mixed Methods Approach



Chapter 4. Louise Dearden and Maggie Kubanyiova: Affect in Teacher–Student Relationships: Towards Ethical Encounters in Adult Language Education



Part 2: The Impact of Affective Factors on Academic Results



Chapter 5. Gene Thompson, Victoria Kim, Sihan Zhou and Ikuya Aizawa: L2 Proficiency and Affective Factors as Predictors of Content Knowledge Attainment: A Comparative Study of Learners from Japan and South Korea



Chapter 6. Flor de Lis González-Mujico and Alberto Fernández-Costales: The Affective Dimension of Perceived Digital Competence and its Impact on Cross-Disciplinary Academic Outcomes in EMI Education



Chapter 7. Kari Sahan: Why Study in English? Teachers’ and Students’ Perceptions of EMI Policy and Motivations at Turkish Universities



Part 3: The Impact of Affective Factors on Classroom Practices and Perceptions 



Chapter 8. Fiona Dalziel and Marta Guarda: Emotional Responses to Multiple Language Use in EMI: An Exploration of Student Attitudes on Two Italian Degree Programmes



Chapter 9. Iratxe Serna-Bermejo and David Lasagabaster: University Students’ Beliefs about the Impact of EMI on Classroom Interaction



Chapter 10. Slobodanka Dimova and Christian Jensen: EMI Students’ Perceptions of Lecturers’ English Competences for Teaching



Chapter 11. Wenyun Jia, Xuehua Fu and Jack Pun: ‘It’s Difficult, but I Don’t Care’: Relationships Between Learner Characteristics and Self-Perceived Language Challenges among EMI Students in China



Ernesto Macaro: Epilogue



Index