The aim of this chapter is to investigate the input of teachers in the EMI field. Input is understood here as the prime mover of the teaching-learning activity. Input, ontologically speaking, entails a real didactic impact, as it can be adapted and fine-tuned by teachers to make it understandable and accessible to students; moreover the input construct, which emerged from the field of Second Language Acquisition (SLA), can be a key to interpreting EMI teaching
Costa, F. G., “Input Matters” also in EMI, in Costa, F., Mariotti, C. (ed.), Input in English-medium Instruction, Routledge, NEW YORK -- USA 2023: 1- 12 [https://hdl.handle.net/10807/227064]
“Input Matters” also in EMI
Costa, Francesca Giuseppina
2023
Abstract
The aim of this chapter is to investigate the input of teachers in the EMI field. Input is understood here as the prime mover of the teaching-learning activity. Input, ontologically speaking, entails a real didactic impact, as it can be adapted and fine-tuned by teachers to make it understandable and accessible to students; moreover the input construct, which emerged from the field of Second Language Acquisition (SLA), can be a key to interpreting EMI teaching
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