Titlebook: Genre Practices, Multimodality and Student Identities; Robert James Gray Book 2022 The Editor(s) (if applicable) and The Author(s), under

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978-3-030-97935-5The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerl

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https://doi.org/10.1007/978-3-030-97933-1English as a medium of instruction (EMI); teaching English to speakers of other languages (TESOL); stu

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Hilfsmittel des Arbeitsbureaus,effects on learning and are widely used to assess students at university. For various reasons, students may not be trained adequately to present in their main subject classes, and materials which take a “study skills” approach to presenting are widespread in classrooms. However, the presentation of

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https://doi.org/10.1007/978-3-540-72148-2ng the past two decades and is reflected in the country’s HE sector and language policy, with courses at many universities increasingly using English as their medium of instruction (EMI). This chapter highlights two major issues with the EMI approach. First, by treating English learning and discipli

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Erratum to: Organisatorische Grundlagen,on of ESP genre theory as best-suited to the research aims, then present and discuss the results of the genre analysis of students’ presentations, considering both contextual data, as well as the speech of presenters. The chapter next summarises research relevant to the modes analysed in this study

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https://doi.org/10.1007/978-3-663-06909-6udents when discussing the preparation and performance of presentations. Thematic analysis indicated that aspects of the participants’ identities conflicted when preparing and giving classroom presentations. For instance, some students compromised on their epistemic development by choosing a simple

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https://doi.org/10.1007/978-3-642-94508-3es that produced different aspects of identity during performances of the genre. It is argued that the meaning of the term . overlaps with that of . but is more comprehensive in scope. The difference between style and identity is underlined with reference to an example from one student. The producti

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