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

Chi tiết về thư mục
Tác giả của công ty:	SpringerLink (Online service)
Tác giả khác:	Cinkara, Emrah (Biên tập viên)
Tóm tắt:	XX, 353 p. 24 illus. in color. text
Ngôn ngữ:	Tiếng Anh
Được phát hành:	Cham : Springer Nature Switzerland : Imprint: Palgrave Macmillan, 2025.
Phiên bản:	1st ed. 2025.
Những chủ đề:	Language and languages > Study and teaching. Teaching. Language policy. Education, Higher. Language Teaching and Learning. Language Education. Pedagogy. Language Policy and Planning. Higher Education.
Truy cập trực tuyến:	https://doi.org/10.1007/978-3-031-90030-3
Định dạng:	Điện tử Sách

Mục lục:

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.

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

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