By Howard I. Aronson
Ebook by way of Howard I. Aronson, Dodona Kiziria
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Extra resources for Georgian Language and Culture: A Continuing Course
10 After all, it is the language which functions as medium of instruction. Often, it is also the only medium of communication between teachers and students, but, depending on shared languages, this does not have to be the case. An even less deﬁnite issue is for whom and to which extent this chosen medium of instruction functions as language of learning. 11 The language issue has yet another implication and this concerns the policies and practices of handling and employing the medium of instruction in the multilingual environment.
The medium of instruction tends to be English alone, although, as pointed out above, some international university programmes in Germany, for instance, combine English with German. While all ﬁve subtypes of multilingual higher education are equally interesting, the circumstances of the present study single out the ﬁfth scenario, especially in its second version. The Hotel Management Programme must count as a prototypical example since the programme is conceived of and designed as international in terms of the professional expertise it prepares for (hotel management) as well 13.
G. g. g. g. accept, okay). In sum then, such a rank-scale approach, enriched by a fully interactional framework, elucidates the line-by-line analysis of classroom talk by embedding the act sequences into a more comprehensive understanding of discourse (for such analyses see chapters 5, 6 and 7). While sequentiality and embeddedness are obviously highly relevant dimensions for analysing classroom talk, other factors need to be taken into consideration as well, as already indicated by the oral practice approach.