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This edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.
The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical...