Article published In:
Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European UniversitiesEdited by Ute Smit and Emma Dafouz
[AILA Review 25] 2012
► pp. 30–47
Edited by Ute Smit and Emma Dafouz
[AILA Review 25] 2012
► pp. 30–47
Focus on form in ICLHE lectures in Italy
Evidence from English-medium science lectures by native speakers of Italian
Cited by (67)
Cited by 67 other publications
Di Sabato, Bruna, Brownen Hughes & Ernesto Macaro
2024. Collaborative Professional Development in English Medium Instruction
. EL.LE :1 
Huang, Ju Chuan
2024. Language-related episodes in EMI: Types and the effects on students’ vocabulary development. Language and Education 38:3 ► pp. 364 ff.
Mocanu, Vasilica & Alexandra Vraciu
2024. Lecturer identity as a nexus between EMI planning and practice: a case study at the University of Lleida (Spain). Current Issues in Language Planning ► pp. 1 ff.
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.
Zhang, Shanshan & Jinfen Xu
2024. Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective. TESOL Quarterly
Carrapiso, Ana Isabel, Elena González, María Jesús Petrón, Francisco Pérez-Nevado & Paula Gaspar
2023. Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction. Education Sciences 13:2 ► pp. 121 ff.
İnci Kavak, Vildan & Yasemin Kırkgöz
2023. English-Medium Instruction. In Language Education Programs [Language Policy, 34], ► pp. 173 ff.
Kırkgöz, Yasemin, Vildan İnci-Kavak, Ali Karakaş & Sonia Moran Panero
2023. Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines. System 113 ► pp. 102982 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.
Macaro, Ernesto & Lili Tian
2023. Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development 44:10 ► pp. 1076 ff.
Rose, Heath, Ernesto Macaro, Kari Sahan, Ikuya Aizawa, Sihan Zhou & Minhui Wei
2023. Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching 56:4 ► pp. 539 ff.
Tri, Dang & Christo Moskovsky
2023. Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice. Asian Englishes 25:3 ► pp. 326 ff.
Yan, Edith M. Y.
2023. Using Online Peer Assessment Activities to Foster Student-Centred Learning in Two Undergraduate EMI Courses. In Multilingual Education Yearbook 2023 [Multilingual Education Yearbook, ], ► pp. 95 ff.
Zuaro, Beatrice
2023. Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures. English for Specific Purposes 70 ► pp. 267 ff.
Block, David & Balbina Moncada-Comas
2022. English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 401 ff.
Gao, Xuesong
2022. Language Education and Teacher Awareness. In International Handbook on Education Development in Asia-Pacific, ► pp. 1 ff.
Gao, Xuesong
2023. Language Education and Teacher Awareness. In International Handbook on Education Development in the Asia-Pacific, ► pp. 715 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.
Hong, Jiye
2023. Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings. Studies in Second Language Learning and Teaching 13:2 ► pp. 451 ff.
Jabali, Oqab & Georgian Badicu
2022. Language of Medical Instruction in Palestine: A Mixed Method Approach of Students’ Perceptions. BioMed Research International 2022 ► pp. 1 ff.
Roothooft, Hanne
2022. Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 627 ff.
Roquet, Helena, Alexandra Vraciu, Florentina Nicolás-Conesa & Carmen Pérez-Vidal
2022. Adjunct instruction in higher education: examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism 25:4 ► pp. 1377 ff.
Sahan, Kari & Özgür Şahan
2022. Content and Language in EMI Assessment Practices: Challenges and Beliefs at an Engineering Faculty in Turkey. In English as the Medium of Instruction in Turkish Higher Education [Multilingual Education, 40], ► pp. 155 ff.
Smit, Ute & Thomas Finker
2022. Topicalizing language in CLIL teaching at technical colleges: A micro-level analysis of language-related episodes (LREs). English for Specific Purposes 68 ► pp. 102 ff.
Thompson, Gene, Ikuya Aizawa, Samantha Curle & Heath Rose
2022. Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism 25:1 ► pp. 196 ff.
Villabona, Nerea & Jasone Cenoz
2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1 ► pp. 36 ff.
Vraciu, Alexandra & Hortènsia Curell
2022. Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training. Innovation in Language Learning and Teaching 16:4-5 ► pp. 337 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.
Abouzeid, Reema
2021. Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency. English for Specific Purposes 63 ► pp. 45 ff.
Arias de la Cruz, Andres
2021. EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University. Latin American Journal of Content & Language Integrated Learning 13:2 ► pp. 215 ff.
Breeze, Ruth & Hanne Roothooft
2021. Using the L1 in university-level EMI: attitudes among lecturers in Spain. Language Awareness 30:2 ► pp. 195 ff.
Gu, Mingyue Michelle, Zhen Jennie Li & Lianjiang Jiang
2021. Navigating the instructional settings of EMI: a spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Hu, Jingjing & Xuesong (Andy) Gao
2021. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 30:1 ► pp. 42 ff.
Marcos Miguel, Nausica
2021. Vocabulary instruction in an L2 culture course: the intersection of classroom discourse, materials, and instructor’s choices in lexical focus-on-form episodes. Classroom Discourse 12:1-2 ► pp. 35 ff.
Mira, Sara, Fernando San José Martínez, Chiquinquira Hontoria, Alberto Sanz-Cobena, Leonor Rodríguez Sinobas & Georgina Cuadrado
2021. Attitudes of academics and students towards English-medium instruction in Engineering Studies. European Journal of Engineering Education 46:6 ► pp. 1043 ff.
Moncada-Comas, Balbina & David Block
2021. CLIL-ised EMI in practice: issues arising. The Language Learning Journal 49:6 ► pp. 686 ff.
Sahan, Kari
2021. Implementing English-medium instruction. Australian Review of Applied Linguistics 44:2 ► pp. 129 ff.
Sánchez-Pérez, María del Mar
2021. Predicting content proficiency through disciplinary-literacy variables in English-medium writing. System 97 ► pp. 102463 ff.
Doiz, Aintzane & David Lasagabaster
2020. Dealing with language issues in English-medium instruction at university: a comprehensive approach. International Journal of Bilingual Education and Bilingualism 23:3 ► pp. 257 ff.
Lasagabaster, David & Aintzane Doiz
2020. Epilogue: Multilingualism in Northern European Universities—Reflections from the South. In Language Perceptions and Practices in Multilingual Universities, ► pp. 379 ff.
Macaro, Ernesto
2020. Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism 23:3 ► pp. 263 ff.
Macaro, Ernesto
2022. English Medium Instruction: What do we know so far and what do we still need to find out?. Language Teaching 55:4 ► pp. 533 ff.
Mancho-Barés, Guzman & Marta Aguilar-Pérez
2020. EMI lecturers’ practices in correcting English. Journal of Immersion and Content-Based Language Education 8:2 ► pp. 257 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.
An, Jiangshan, Ernesto Macaro & Ann Childs
2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 166 ff.
An, Jiangshan, Ernesto Macaro & Ann Childs
2021. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 17 ff.
Anderson, Robin
2019. L2 Identity and Motivational Considerations in a Global Context. Journal of Intercultural Management 11:2 ► pp. 135 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.
Jiang, Li, Lawrence Jun Zhang & Stephen May
2019. Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism 22:2 ► pp. 107 ff.
Macaro, Ernesto, Anna Kristina Hultgren, Andy Kirkpatrick & David Lasagabaster
2019. English medium instruction: Global views and countries in focus. Language Teaching 52:02 ► pp. 231 ff.
Pellicer-Sánchez, Ana
2019. Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012). Language Teaching 52:4 ► pp. 512 ff.
Rose, Heath & Nicola Galloway
2019. Global Englishes for Language Teaching,
Lasagabaster, David
2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3 ► pp. 400 ff.
Lasagabaster, David
2022. English-Medium Instruction in Higher Education,
Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee
2018. A micro process-product study of a CLIL lesson l. Instructed Second Language Acquisition 2:1 ► pp. 3 ff.
Macaro, Ernesto, Samantha Curle, Jack Pun, Jiangshan An & Julie Dearden
2018. A systematic review of English medium instruction in higher education. Language Teaching 51:1 ► pp. 36 ff.
McLaughlin, Emma & Jean Parkinson
2018. ‘We learn as we go’: How acquisition of a technical vocabulary is supported during vocational training. English for Specific Purposes 50 ► pp. 14 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.
Guarda, Marta & Francesca Helm
2017. ‘I have discovered new teaching pathways’: the link between language shift and teaching practice. International Journal of Bilingual Education and Bilingualism 20:7 ► pp. 897 ff.
Dalziel, Fiona Clare, Caroline Clark, Katherine Ackerley & Marta Guarda
2016. Providing Lecturer Support for English-Medium Instruction: an Experience at Padova University's Language Centre. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING :2 ► pp. 65 ff.
Karakas, Ali
2016. Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes 18:3 ► pp. 242 ff.
Karakaş, Ali
2023. Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations. Linguistics and Education 77 ► pp. 101221 ff.
Arias de la Cruz, Andrés & Jesús Izquierdo
2015. Language attention in content-based instruction. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 194 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.
Helm, Francesca & Marta Guarda
2015. “Improvisation is not allowed in a second language”: A survey of Italian lecturers’ concerns about teaching their subjects through English. Language Learning in Higher Education 5:2
Morton, Tom
2015. Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43:3 ► pp. 256 ff.
Hu, Guangwei, Linna Li & Jun Lei
2014. English-medium instruction at a Chinese University: rhetoric and reality. Language Policy 13:1 ► pp. 21 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.