The aim of this chapter is to investigate the input of teachers in the EMI field. Input is understood here as the prime mover of the teaching-learning activity. Input, ontologically speaking, entails a real didactic impact, as it can be adapted and fine-tuned by teachers to make it understandable and accessible to students; moreover the input construct, which emerged from the field of Second Language Acquisition (SLA), can be a key to interpreting EMI teaching
Lingua originaleEnglish
Titolo della pubblicazione ospiteInput in English-medium Instruction
EditorF. Costa, C. Mariotti
Numero di pagine12
Stato di pubblicazionePubblicato - 2023


  • EMI, Input

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