Intensive English Programs in Türkiye Policy, Pedagogy, and Administration /

Intensive English Programs in Türkiye Policy, Pedagogy, and Administration /

Մատենագիտական մանրամասներ
Համատեղ հեղինակ: SpringerLink (Online service)
Այլ հեղինակներ: Cinkara, Emrah (Խմբագիր)
Ամփոփում:XX, 353 p. 24 illus. in color.
text
Լեզու:անգլերեն
Հրապարակվել է: Cham : Springer Nature Switzerland : Imprint: Palgrave Macmillan, 2025.
Հրատարակություն:1st ed. 2025.
Խորագրեր:
Language and languages > Study and teaching.
Teaching.
Language policy.
Education, Higher.
Language Teaching and Learning.
Language Education.
Pedagogy.
Language Policy and Planning.
Higher Education.
Առցանց հասանելիություն:https://doi.org/10.1007/978-3-031-90030-3
Ձևաչափ: Էլեկտրոնային Գիրք
Բովանդակություն:
  • Chapter 1. Insights into Intensive English Programs in Turkish Higher Education
  • Chapter 2. The Socio-Political History of English Language Education in Türkiye
  • Chapter 3. Governance and Administration of Intensive English Programs in Turkish Higher Education: Regulations, Institutional Roles, and Collaborative Frameworks
  • Chapter 4. An Overview of Schools of Foreign Languages in Terms of Intensive English Programmes and English Medium Instruction
  • Chapter 5. Applying Asymmetric Theory to optimize instructional, assessment, and administrative designs of Intensive English Programs
  • Chapter 6. Curriculum Design in Intensive English Programs
  • Chapter 7. A Shift from Progressive System to Modular System in IEPs of State Universities in Türkiye
  • Chapter 8. Assessment, Evaluation, and Exam Practices in Schools of Foreign Languages: The Turkish Context
  • Chapter 9. Continuing Professional Development for Teachers in Intensive English Programs: A Journey of Growth and Innovation
  • Chapter 10. Student Support Services in Intensive English Programs
  • Chapter 11. The Integration of Technology in IEPs
  • Chapter 12. Challenges and Issues in Online IEPs: A Case Study in Turkish Higher Education
  • Chapter 13. Addressing the Challenge of Student Retention in an Intensive English Program through Micro-Credentials
  • Chapter 14. Assessing the IEP Landscape: Challenges and Opportunities in SFL Annual Reports
  • Chapter 15. Navigating English-Medium Instruction in Turkish Higher Education: Stakeholders’ Perspectives
  • Chapter 16. Language Learners’ and Lecturers’ Views on Translanguaging Practices in an Intensive English Program
  • Chapter 17. Quality Assurance and Accreditation Processes for Intensive English Programs in a Turkish Context: Cukurova University Case.

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