A postscript on institutional motivations, research concerns and professional implications

Dalton-Puffer, Christiane

doi:10.1075/aila.25.07dal

Article published In:

Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European Universities
Edited by Ute Smit and Emma Dafouz
[AILA Review 25] 2012
► pp. 101–103

A postscript on institutional motivations, research concerns and professional implications

Christiane Dalton-Puffer

Published online: 14 December 2012

https://doi.org/10.1075/aila.25.07dal

Cited by

Cited by 4 other publications

Order by:

Humphreys, Pamela

2017. EMI in Anglophone Nations: Contradiction in Terms or Cause for Consideration?. In English Medium Instruction in Higher Education in Asia-Pacific [Multilingual Education, 21], ► pp. 93 ff.

Nguyen, Huong Thu, Ian Walkinshaw & Hiep Hoa Pham

2017. EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues. In English Medium Instruction in Higher Education in Asia-Pacific [Multilingual Education, 21], ► pp. 37 ff.

Relaño-Pastor, Ana Maria & Alicia Fernández-Barrera

2019. The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha: tensions and dilemmas. Journal of Multilingual and Multicultural Development 40:5 ► pp. 421 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.

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