Dong, Juan & Yawen Han
2024.
Researching English medium higher education: diverse applications and critical evaluations of the ROAD-MAPPING framework
Researching English medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework
, edited byE. DafouzandU. Smit,Abingdon and New York,Routledge,2023, Pp.259 (ebk), ISBN 9781032045757 (hbk): £120 ISBN 9781003193852 (ebk): £33.29
.
Language and Education 38:3
► pp. 523 ff.
Díez-Arcón, Paz & Nikoletta Agonács
2024.
Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators.
ReCALL ► pp. 1 ff.
García-Álvarez de Perea, Juan & Carolina Ramírez-García
2024.
Students’ performance and English as a medium of instruction: Do students learn less?.
Language Teaching Research
Li, Meiyan & Lihua Pei
2024.
Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings.
Acta Psychologica 247
► pp. 104309 ff.
López-Medina, Esteban Francisco & Jesús Manuel Casado Casado
2024.
CLIL, a competence-based coping strategy against foreign language anxiety in higher education.
Discover Psychology 4:1
Serna-Bermejo, Iratxe & David Lasagabaster
2024.
Translanguaging in Basque and English: practices and attitudes of university teachers and students.
International Journal of Multilingualism 21:2
► pp. 763 ff.
Aizawa, Ikuya, Heath Rose, Gene Thompson & Samantha Curle
2023.
Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme.
Language Teaching Research 27:4
► pp. 837 ff.
Bianchá Ramírez, Héctor Fabio, Shamir Shah, Jhonny Segura Antury & Silvia Juliana Castro López
Chang, Sin-Yi
2023.
English medium instruction for whom and for what? Rethinking the language-content relationship in higher education.
Language, Culture and Curriculum 36:2
► pp. 161 ff.
Ertugruloglu, Errol, Tessa Mearns & Wilfried Admiraal
2023.
Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts.
Educational Research Review 40
► pp. 100550 ff.
Espinar, Magdalena Custodio
2023.
Collaborative Lesson Planning for CLIL Student Teachers of Primary Education. In
Handbook of Research on Training Teachers for Bilingual Education in Primary Schools [
Advances in Early Childhood and K-12 Education, ],
► pp. 109 ff.
Graham, Keith M. & Yi-Fen Yeh
2023.
Teachers’ implementation of bilingual education in Taiwan: challenges and arrangements.
Asia Pacific Education Review 24:3
► pp. 461 ff.
Gülle, Talip & Yavuz Kurt
2023.
Challenging the Monoglossic Ideology in English-Medium Higher Education in Türkiye. In
Reconceptualizing Language Norms in Multilingual Contexts [
Advances in Educational Technologies and Instructional Design, ],
► pp. 186 ff.
İnci Kavak, Vildan & Yasemin Kırkgöz
2023.
English-Medium Instruction. In
Language Education Programs [
Language Policy, 34],
► pp. 173 ff.
Lo, Yueh Yea, Juliana Othman & Priti Chaudhary
2023.
Lecturers’ readiness for EMI in Malaysia higher education.
PLOS ONE 18:7
► pp. e0284491 ff.
Ma, Angela Kit Fong
2023.
Using Technology for English-Medium Instruction: The Use of Livestreaming in the Marketing Classroom. In
Multilingual Education Yearbook 2023 [
Multilingual Education Yearbook, ],
► pp. 23 ff.
Spiliotopoulos, Valia, Amanda Wallace & Roumi Ilieva
2023.
Diffusing innovation to support faculty engagement in the integration of language and content across the disciplines in an internationalized Canadian university.
Higher Education Research & Development 42:2
► pp. 453 ff.
Vo, Tho, Dao Truong & Phong Nguyen
2023.
The impact of digital technology on content and language integrated learning in higher education: a systematic review of literature.
ICTE Conference Proceedings 3
► pp. 137 ff.
Brooke, Mark
2022.
ICLHE: Policies and Practices. In
Integrating Content and Language in Higher Education,
► pp. 1 ff.
Brooke, Mark
2022.
Conclusion. In
Integrating Content and Language in Higher Education,
► pp. 229 ff.
Dooly, Melinda & Margarita Vinagre
2022.
Research into practice: Virtual exchange in language teaching and learning.
Language Teaching 55:3
► pp. 392 ff.
Ducker, Nathan Thomas
2022.
A situated examination of the complex dynamic nature of L2 listening in EMI.
Language Teaching Research ► pp. 136216882211244 ff.
Fürstenberg, Ulla, Tom Morton, Petra Kletzenbauer & Margit Reitbauer
2022.
“I Wouldn’t Say There Is Anything Language Specific”: The Disconnect between Tertiary CLIL Teachers’ Understanding of the General Communicative and Pedagogical Functions of Language.
Latin American Journal of Content & Language Integrated Learning 14:2
► pp. 293 ff.
Guo, Lijia, Yuanyue He & Shuling Wang
2022.
An evaluation of English-medium instruction in higher education: influencing factors and effects.
Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Hong, Jiye
2022.
A study of language-related episodes in online English-medium instruction classes in high schools in South Korea.
English for Specific Purposes 67
► pp. 65 ff.
Ng, Chiew Hong & Yin Ling Cheung
2022.
Teaching and Learning English in the European Union: A Research Review. In
English Language Teaching [
English Language Teaching: Theory, Research and Pedagogy, ],
► pp. 11 ff.
Ting, Y-L Teresa
2022.
Tertiary-level STEM and EMI: where EFL and content meet to potentiate each other.
ELT Journal 76:2
► pp. 194 ff.
Toprak Yıldız, Tuğba Elif
2022.
Internationalization, Mobility and English-Medium Instruction in the Context of Turkish Higher Education. In
English as the Medium of Instruction in Turkish Higher Education [
Multilingual Education, 40],
► pp. 69 ff.
Walaszczyk, Julie & Simon Segers
2022.
Shifting Assessment Online in the COVID-19 Pandemic: A Case of an ICLHE Undergraduate Course in Medicine. In
The Use of Technology in English Medium Education [
English Language Education, 27],
► pp. 11 ff.
(E.G.) Kim, Eun Gyong, Seonmin Park & Matthew Baldwin
2021.
Toward Successful Implementation of Introductory Integrated Content and Language Classes for EFL Science and Engineering Students.
TESOL Quarterly 55:1
► pp. 219 ff.
Björling, Elin A., Belinda Louie, Patriya Wiesmann & Annie Camey Kuo
2021.
Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education.
Multimodal Technologies and Interaction 5:7
► pp. 35 ff.
Gabriëls, René & Robert Wilkinson
2021.
Two types of reflections about English as a medium of instruction.
European Journal of Language Policy 13:2
► pp. 161 ff.
Genc, Eda & Dogan Yuksel
2021.
Teacher questions in English medium instruction classrooms in a Turkish higher education setting.
Linguistics and Education 66
► pp. 100992 ff.
Kamasak, Rifat & Mustafa Ozbilgin
2021.
English Medium Instruction as a Vehicle for Language Teaching or a Product for Marketing? The Case of Turkey. In
The Marketisation of Higher Education,
► pp. 321 ff.
Liu, Bin & Jinjin Biao
2021.
Strategic Evolution of Language Education Policy in the Information Age.
Journal of Physics: Conference Series 1744:3
► pp. 032043 ff.
Ou, Wanyu Amy, Mingyue Michelle Gu & Francis M. Hult
Pineda, Inmaculada & Wenli Tsou
2021.
Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education.
Journal of English as a Lingua Franca 10:2
► pp. 209 ff.
Séror, Jérémie & Alysse Weinberg
2021.
Exploring the longitudinal impact of university immersion: Bilingual spaces, multilingual values.
System 99
► pp. 102523 ff.
Ter-Vardanyan, Zhenya
2021.
The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIs). In
Teaching Language and Content in Multicultural and Multilingual Classrooms,
► pp. 157 ff.
TOPRAK YILDIZ, Tuğba Elif
2021.
Degree Mobility in the Higher Education Context: Could the English Language be a Key Driver of Internationalisation?.
Üniversite Araştırmaları Dergisi 4:3
► pp. 220 ff.
Tsou, Wenli
2021.
Translanguaging as a Glocalized Strategy for EMI in Asia. In
English-Medium Instruction Translanguaging Practices in Asia,
► pp. 3 ff.
Wilkinson, Robert & René Gabriëls
2021.
The untapped potentials of EMI programmes. The Dutch case.
System 103
► pp. 102639 ff.
Zhang, Mengjia & Elisabet Pladevall-Ballester
2021.
Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China.
Language and Education 35:4
► pp. 357 ff.
Zhang, Mengjia & Elisabet Pladevall-Ballester
2022.
Students’ attitudes and perceptions towards three EMI courses in mainland China.
Language, Culture and Curriculum 35:2
► pp. 200 ff.
Zhang, Mengjia & Elisabet Pladevall-Ballester
2023.
Students’ English-medium instruction motivation in three English-medium instruction courses in China.
Frontiers in Psychology 13
Ament, Jennifer, Júlia Barón Páres & Carmen Pérez-Vidal
2020.
A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners.
Journal of Pragmatics 156
► pp. 41 ff.
Fortanet-Gómez, Inmaculada
2020.
The Dimensions of EMI in the International Classroom. In
Teacher Training for English-Medium Instruction in Higher Education [
Advances in Higher Education and Professional Development, ],
► pp. 1 ff.
Hino, Nobuyuki & Setsuko Oda
2020.
CLIL Pedagogy for EIL in Higher Education. In
Functional Variations in English [
Multilingual Education, 37],
► pp. 295 ff.
Llinares, Ana & Amaya Mendikoetxea
2020.
Enhancing Interactional Competence in EMI. In
Teacher Training for English-Medium Instruction in Higher Education [
Advances in Higher Education and Professional Development, ],
► pp. 87 ff.
Muñoz de Prat, Javier
2020.
Teaching through English: The Case of International Commerce. In
Internationalising Learning in Higher Education,
► pp. 179 ff.
Méndez-García, María del Carmen & Gloria Luque Agulló
2020.
Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology. In
Teacher Training for English-Medium Instruction in Higher Education [
Advances in Higher Education and Professional Development, ],
► pp. 205 ff.
Oksana, Polyakova, Ruzana Galstyan-Sargsyan, P. Amparo López-Jiménez & Modesto Pérez-Sánchez
2020.
Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching.
Education Sciences 10:11
► pp. 296 ff.
Pecorari, Diane
2020.
English Medium Instruction: Disintegrating Language and Content?. In
Integrating Content and Language in Multilingual Universities [
Educational Linguistics, 44],
► pp. 15 ff.
Plakhotnik, Maria S., Lori Ann Gionti, Tonette S. Rocco & Marina V. Pashkina
2020.
Teaching management students to write research papers: A case of a Russian English‐Medium instruction university.
New Horizons in Adult Education and Human Resource Development 32:1
► pp. 28 ff.
Raitskaya, L. K. & E. V. Tikhonova
2020.
An Overview of Reviews as a Trend Maker in the Field.
Vysshee Obrazovanie v Rossii = Higher Education in Russia 29:3
► pp. 37 ff.
Rose, Heath, Samantha Curle, Ikuya Aizawa & Gene Thompson
2020.
What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation.
Studies in Higher Education 45:11
► pp. 2149 ff.
Rubio-Alcalá, Fernando D. & Saray Mallorquín
2020.
Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs. In
Teacher Training for English-Medium Instruction in Higher Education [
Advances in Higher Education and Professional Development, ],
► pp. 41 ff.
Sánchez-García, Davinia
2020.
Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context. In
Integrating Content and Language in Multilingual Universities [
Educational Linguistics, 44],
► pp. 131 ff.
Sánchez-García, Davinia
2024.
Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation.
Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Tseng, Wen-Ta
2020.
Mining Text in Online News Reports of COVID-19 Virus: Key Phrase Extractions and Graphic Modeling.
English Teaching & Learning 44:4
► pp. 439 ff.
Zayas Martínez, Francisco & José Luis Estrada Chichón
2020.
EMI at Tertiary Level in Spain. In
Teacher Training for English-Medium Instruction in Higher Education [
Advances in Higher Education and Professional Development, ],
► pp. 232 ff.
Anderson, Robin
2019.
L2 Identity and Motivational Considerations in a Global Context.
Journal of Intercultural Management 11:2
► pp. 135 ff.
Baker, Will & Julia Hüttner
2019.
“We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia.
International Journal of Applied Linguistics 29:1
► pp. 78 ff.
Goodman, Bridget A.
2019.
Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university.
Linguistics and Education 53
► pp. 100757 ff.
Ploettner, Joan Catherine
2019.
A critical look at teacher development for English-Medium Instruction.
Language Learning in Higher Education 9:2
► pp. 263 ff.
TOPRAK, Tuğba Elif
2019.
Internationalization, Mobility and Englishization in Higher Education Across OECD Countries.
Üniversite Araştırmaları Dergisi 2:1
► pp. 12 ff.
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019.
Prospective Teachers’ Perceptions of CLIL in Spain and Japan: Translingual Social Formation through EMI-CLIL Lectures. In
Content and Language Integrated Learning in Spanish and Japanese Contexts,
► pp. 373 ff.
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019.
Introduction: CLIL in Spain and Japan. In
Content and Language Integrated Learning in Spanish and Japanese Contexts,
► pp. 1 ff.
Argudo, Juanita, Mónica Abad, Tammy Fajardo-Dack & Patricio Cabrera
2018.
Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador.
Latin American Journal of Content & Language Integrated Learning 11:1
► pp. 65 ff.
Atai, Mahmood Reza & Reza Taherkhani
2018.
Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills.
Journal of English for Academic Purposes 36
► pp. 108 ff.
Dafouz, Emma, Julia Hüttner & Ute Smit
2018.
New Contexts, New Challenges for TESOL: Understanding Disciplinary Reasoning in Oral Interactions in English‐Medium Instruction.
TESOL Quarterly 52:3
► pp. 540 ff.
Guo, Haitao, Fuhui Tong, Zhuoying Wang, Yue Min & Shifang Tang
2018.
English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison.
Sustainability 10:11
► pp. 4230 ff.
Hino, Nobuyuki
2018.
Pedagogy for the Post-Native-Speakerist Teacher of English. In
Towards Post-Native-Speakerism [
Intercultural Communication and Language Education, ],
► pp. 217 ff.
Mačianskienė, Nemira & Vilma Bijeikienė
2018.
Fostering Active Learner Engagement in ESP Classes. In
Key Issues in English for Specific Purposes in Higher Education [
English Language Education, 11],
► pp. 223 ff.
Swart, Fenna, Rick de Graaff, Jeroen Onstenk & Dubravka Knezic
2018.
Teacher educators’ personal practical knowledge of language.
Teachers and Teaching 24:2
► pp. 166 ff.
Tuomainen, Satu
2018.
Supporting non-native university lecturers with English-medium instruction.
Journal of Applied Research in Higher Education 10:3
► pp. 230 ff.
Tzoannopoulou, Marina & Bruce Maylath
2018.
Virtual Networks in English-for-Specific-Purposes Education. In
Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments [
Advances in Linguistics and Communication Studies, ],
► pp. 318 ff.
Aguilar, Marta
2017.
Engineering lecturers’ views on CLIL and EMI.
International Journal of Bilingual Education and Bilingualism 20:6
► pp. 722 ff.
Breeze, Ruth & Emma Dafouz
2017.
Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings.
System 70
► pp. 81 ff.
Broggini, Susanna & Francesca Costa
EVANS, STEPHEN
2017.
English in Hong Kong higher education.
World Englishes 36:4
► pp. 591 ff.
Guinda, Carmen Sancho & Ruth Breeze
2017.
Introduction: Making Essential Competencies Visible in Higher Education. In
Essential Competencies for English-medium University Teaching [
Educational Linguistics, 27],
► pp. 1 ff.
Lehman, Iga Maria & Rob Anderson
2017.
Academic Identities and Literacy Practices: A Few Remarks on the Influence of EAP Instruction on the Construction of Disciplinary Identities of Italian Tertiary Students. In
Multiculturalism, Multilingualism and the Self [
Second Language Learning and Teaching, ],
► pp. 139 ff.
Li, Cuiying & Zhihui Fang
2017.
College English teaching in China: opportunities, challenges and directions in the context of educational internationalization.
Journal of World Languages 4:3
► pp. 182 ff.
Tatzl, Dietmar
2017.
An intensive presentations course in English for aeronautical engineering students using cyclic video recordings.
Language Learning in Higher Education 7:2
Dafouz, Emma & Ute Smit
2016.
Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings.
Applied Linguistics 37:3
► pp. 397 ff.
Dafouz, Emma & Ute Smit
2021.
English-medium education revisited.
European Journal of Language Policy 13:2
► pp. 141 ff.
de Mejía, Anne-Marie
2016.
Researching Developing Discourses and Competences in Immersion Classrooms. In
Research Methods in Language and Education,
► pp. 1 ff.
de Mejía, Anne-Marie
2017.
Researching Developing Discourses and Competences in Immersion Classrooms. In
Research Methods in Language and Education,
► pp. 325 ff.
Gurney, Laura
2016.
Challenges for Developing EAP Practice in Anglophone Contexts. In
Multidisciplinary Research Perspectives in Education,
► pp. 7 ff.
Hernandez-Nanclares, Nuria & Antonio Jimenez-Munoz
2016.
ICT in EMI programmes at tertiary level in Spain: a holistic model. In
New perspectives on teaching and working with languages in the digital era,
► pp. 259 ff.
Lasagabaster, David
2016.
The relationship between motivation, gender, L1 and possible selves in English-medium instruction.
International Journal of Multilingualism 13:3
► pp. 315 ff.
Paulsrud, BethAnne Yoxsimer
Pereira Rojas, Silvia Inés
2016.
Conciencia metacognitiva y estrategias de lectura en un contexto pro-AICLE a nivel universitario.
Íkala, Revista de Lenguaje y Cultura 21:1
Rubtcova, Mariia & Valentina Kaisarova
2016.
Implementation of Content and Language Integrated Learning (CLIL) programmes in Public Administration.
Teaching Public Administration 34:3
► pp. 229 ff.
van Splunder, Frank
2016.
Language Ideologies Regarding English-Medium Instruction in European Higher Education: Insights from Flanders and Finland. In
Discursive Approaches to Language Policy,
► pp. 205 ff.
Vinagre, Margarita
2016.
Developing Key Competences for Life-Long Learning through Virtual Collaboration. In
Handbook of Research on Foreign Language Education in the Digital Age [
Advances in Educational Technologies and Instructional Design, ],
► pp. 170 ff.
del Campo, Cristina, Andrés Cancer, David Pascual-Ezama & Elena Urquía-Grande
2015.
EMI vs. Non-EMI: Preliminary Analysis of the Academic Output within the INTE-R-LICA Project1.
Procedia - Social and Behavioral Sciences 212
► pp. 74 ff.
Gallardo del Puerto, Francisco & María Martínez Adrián
2015.
The use of oral presentations in Higher Education: CLIL vs. English as a foreign language.
Pulso. Revista de educación :38
► pp. 73 ff.
Muñoz, Carmen
2015.
Time and Timing in CLIL: A Comparative Approach to Language Gains. In
Content-based Language Learning in Multilingual Educational Environments [
Educational Linguistics, 23],
► pp. 87 ff.
Starkey-Perret, Rebecca
2015.
Claire Tardieu, Notions-clés pour la didactique de l’anglais.
ASp :68
► pp. 139 ff.
Starkey-Perret, Rebecca
2015.
Claire Tardieu, Notions-clés pour la didactique de l'anglais.
Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT Vol. XXXIV N° 2
► pp. en cours ff.
Temirova, Farida & Debra Westall
2015.
Analysis of First and Foreign Language Use in Content and Language Integrated Learning (CLIL) Classrooms.
Procedia - Social and Behavioral Sciences 178
► pp. 217 ff.
Hu, Guangwei & Jun Lei
2014.
English-medium instruction in Chinese higher education: a case study.
Higher Education 67:5
► pp. 551 ff.
Werther, Charlotte, Louise Denver, Christian Jensen & Inger M. Mees
2014.
Using English as a medium of instruction at university level in Denmark: the lecturer's perspective.
Journal of Multilingual and Multicultural Development 35:5
► pp. 443 ff.
de Zarobe, Yolanda Ruiz
2013.
CLIL implementation: from policy-makers to individual initiatives.
International Journal of Bilingual Education and Bilingualism 16:3
► pp. 231 ff.
Martín del Pozo, Mª Ángeles
2013.
Formación del profesorado universitario para la docencia en inglés.
REDU. Revista de Docencia Universitaria 11:3
► pp. 197 ff.
This list is based on CrossRef data as of 3 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.