Around the globe, varied instructional settings use English for teaching and learning purposes, despite the fact that it is not the first language of some or all participants. The Journal of English-Medium Instruction provides a home for research on this important and rapidly growing phenomenon. The journal adopts a broad understanding of what constitutes English-medium instruction (EMI), while differentiating it from other multilingual pedagogies. EMI is an inherently interdisciplinary field, spanning multiple branches of applied linguistics and (higher) education pedagogy and didactics. A key objective of JEMI is to unite these strands of EMI research and enable scholarly work in one corner of this interdisciplinary area to reach both researchers and practitioners in others. JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language policy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.
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Volume 3 (2024): 2 issues; ca. 250 pp.
EUR 183.00
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Volume 2 (2023): 2 issues; ca. 250 pp.
EUR 178.00
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Individuals may apply for a special online-only subscription rate of EUR 65.00 per volume. Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.
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Guidelines
Instructions for authors
The Journal of English-Medium Instruction publishes original research articles on topics related to EMI. Review the journal’s full scope statement here.
Authors wishing to submit articles are requested to do so through the journal’s online submission and manuscript tracking site. All other enquiries should be directed
towards the editors by e-mailing the editors at d.pecorarileeds.ac.uk and mahanschalmers.se.
Submitted manuscripts will undergo double-blind peer review. In order to maintain anonymity, all references to the author(s) should be excluded in the initial submission.
Manuscripts submitted for consideration to the journal should not be previously published or being considered for publication elsewhere.
All submissions should be written in English and prepared according to the Publication Manual of the American Psychological Association (APA) 7th edition, unless otherwise indicated here.
Length
Full-length articles should be no more than 8,000 words, including references, tables, figures and notes.
Abstract
Articles should include an abstract of 150-200 words.
Keywords
All submissions should include four to six keywords that can be used for indexing purposes.
Presentation
All submissions should be presented in Times New Roman, 12-point font. Please include page numbers in the manuscript.
Section Headings
Sections headings should be formatted according to APA style (7th ed.).
Spelling
Contributions can use any standard variety of English spelling and should be consistent throughout the paper.
Tables, Figures, and Other Graphics
In the initial submission, authors should place tables, figures, and other graphics within the paper in the desired location. However, authors should be prepared to submit original artwork files separately upon final accepted submission. All tables and
figures should be numbered consecutively and include a caption that is informative and concise. All tables and figures should be introduced in the text.
References
In-text references and reference list entries should conform to APA style (7th ed.).
Examples
Linguistic examples within the main text should be in italics, with bold type for further emphasis:
...antecedents for pronominal this and these tend to be extended units of discourse…
...noun phrases with more than one premodifying noun, such as justice department official…
the conversion of verbs to nouns (as in strong increaseor flowline)
Longer examples should be set apart from the main text with blank lines before and after, indented, and numbered. Examples should be referred to in the text by number (e.g., Example 1 shows that…). Italics, bold, and underlining can be used for further
emphasis if needed. Examples:
(1) Specifically, we were interested in investigating the quantitative difference in the use of
grammaticalstructures associated with registers over time.
(2) This may be explained by the presence of high fluctuations in the 1 min. data.
Acknowledgements
In order to maintain anonymity, acknowledgements, if any, should not be included in the initial submission. Authors of accepted papers may include a brief acknowledgements section in the final submission. This should be an unnumbered section immediately
following the conclusion.
Notes
Notes should be kept to a minimum. Where necessary, use endnotes rather than footnotes. These should be numbered consecutively throughout the paper and included as an unnumbered section following the conclusion (or acknowledgements) section.
Appendices
One or more appendix sections may be included after the references section.
Copyright permission
It is the responsibility of the author(s) to obtain permission to reproduce any material that has been previously published.
Submissions which do not follow these guidelines, or which do not correspond to the focus of the journal, will be returned to authors without review.
If you are not able to submit online, or for any other editorial correspondence, please contact the editors via e-mail: d.pecorarileeds.ac.uk and mahanschalmers.se.
Ethics
John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices. Please read this Ethics Statement.
Rights and Permissions
Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.
This journal offers the possibility for accepted papers to be published Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax); more information can be found on the publisher's Open Access Policy page.
Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee; information on the institutions and which articles qualify, can be found on this page.
For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.
Archiving
John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.
EMI Books list
This list presents a chronological catalogue of EMI books published to date, as well as upcoming books the publication of which has been
announced. If you spot an omission, please contact JEMI’s Book Review Editor so that the list can be amended:
amywachalmers.se.
We welcome book recommendations (including your own book publications). Books for inclusion in the list will be directly relevant to EMI
stakeholders. Examples are books that explore theoretical, methodological and empirical issues related to EMI and multilingual pedagogies in
educational contexts in which the formal instructional language is English.
Forthcoming
Alexiou, T. & Karasimos, A.
(Eds.)forthcomingBoard games in the CLIL classroom: New trends in content and language integrated learning. De Gruyter Mouton.
Guimarães, F.
forthcomingLanguage policies in higher education: Promoting multilingualism to support internationalization. De Gruyter Mouton.
Pun, J.
forthcomingEnglish-medium instruction in secondary education: Policy, challenges and practices in science classrooms. Routledge.
Yuksel, D., Altay, M., & Curle, S.
(Eds.)forthcomingMultilingual and translingual practices in English-medium instruction: Perspectives from global higher education contexts. Bloomsbury.
2023
Banegas, D. L., & Zappa-Hollman, S.
(Eds.)2023The Routledge handbook of content and language integrated learning. Routledge.
Bojsen, H., Daryai-Hansen, P., & Holmen, A.
2023Translanguaging and epistemological decentring in higher education and research. Multilingual Matters.
Corbett, J., Yan, E. M. Y., Yeoh, J., & Lee, J.
2023Multilingual education yearbook 2023: Teaching with technology in English-medium instruction universities in multilingual China. Springer Cham.
Costa, F., & Mariotti, C.
(Eds.)2023Input in English-medium instruction. Routledge.
Coyle, D., Meyer, O., & Staschen-Dielmann, S.
(Eds.)2023A deeper learning companion for CLIL: Putting pluriliteracies into practice. Cambridge University Press.
Curle, S., & Pun, J.
(Eds.)2023Qualitative research methods in English medium instruction for emerging researchers: Theory and case studies of contemporary research. Routledge.
Dafouz, E., & Smit, U.
(Eds.)2023Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework. Routledge.
de Oliveira, L. C.
2023Supporting multilingual learners’ academic language development: A language-based approach to content instruction. Routledge.
Dimova, S., Kling, J., & Margić, B. D.
(Eds.)2023EMI classroom communication: A corpus-based approach. Routledge.
Fang, F., & Sah, P.
(Eds.)2023English-medium instruction pedagogies in multilingual universities in Asia. Routledge.
Giri, R. A., Padwad, A., & Kabir, M. M. N.
(Eds.)2023English as a medium of instruction in South Asia: Issues in equity and social justice. Routledge.
Griffiths, C.
(Ed.)2023The practice of English as a medium of instruction (EMI) around the world. Springer.
Han, J.
2023English medium instruction as a local practice. Springer Cham.
Hill, C., Lin, C., & Lai, H. Y.
2023Supporting and learning from academics: EMI toolkit. Springer Singapore.
Kuteeva, M.
2023Tension-filled English at the multilingual university: A Bakhtinian perspective. Multilingual Matters.
Luu, T. Q. H., Sit, H. H. W., & Chen, S.
2023Cultural interactions of English-medium instruction at Vietnamese universities: The Western proposition by the Eastern implementation. Springer Singapore.
Otto, A., & Cortina-Pérez, B.
(Eds.)2023Handbook of CLIL in pre-primary education. Springer Nature.
Piquer-Píriz, A. M.
2023E-learning in English medium instruction (EMI): Academic language for university students. Peter Lang.
Sah, P., & Fang, F.
(Eds.)2023Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.
(Eds.)2021Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions. Routledge.
Talbot, K. R., Gruber, M. T., & Nishida, R.
(Eds.)2021The psychological experience of integrating content and language. Multilingual Matters.
Tse, S. K., Ki, W. W., & Shum, M. S. K.
2021Controversies in medium of instruction reform: The experience of Hong Kong. Springer Singapore.
Tsou, W., & Baker, W.
(Eds.)2021English-medium instruction translanguaging practices in Asia: Theories, frameworks and implementation in higher education. Springer Singapore.
Wilkinson, R., & Gabriëls, R.
(Eds.)2021The Englishization of higher education in Europe. Amsterdam University Press.
2020
Block, D., & Khan, S.
(Eds.)2020The secret life of English-medium instruction in higher education: Examining microphenomena in context. Routledge.
Bowles, H., & Murphy, A. C.
(Eds.)2020English-medium instruction and the internationalization of universities. Palgrave Macmillan.
Cammarata, L., & Ó Ceallaigh, T. J.
(Eds.)2020Teacher development for immersion and content-based instruction. John Benjamins.
Carrió-Pastor, M. L.
(Ed.)2020Internationalising learning in higher education: The challenges of English as a medium of instruction. Palgrave Macmillan Cham.
Dafouz, E., & Smit, U.
2020ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan.
deBoer, M., & Leontjev, D.
(Eds.)2020Assessment and learning in content and language integrated learning (CLIL) classrooms: Approaches and conceptualisations. Springer Cham.
Dimova, S., & Kling, J.
(Eds.)2020Integrating content and language in multilingual universities. Springer Nature.
Konakahara, M., & Tsuchiya, K.
2020English as a lingua franca in Japan: Towards multilingual practices. Palgrave Macmillan Cham.
Kuteeva, M., Kaufhold, K., & Hynninen, N.
(Eds.)2020Language perceptions and practices in multilingual universities. Palgrave Macmillan Cham.
Lo, Y. Y.
2020Professional development of CLIL teachers. Springer Singapore.
Mede, E., Dikilitas, K., & Atay, D.
2020Pedagogic and instructional perspectives in language education: The context of higher education. Peter Lang.
Sánchez-Pérez, M.
(Ed.)2020Teacher training for English-medium instruction in hiigher education. IGI Global.
2019
Jenkins, J., & Mauranen, A.
(Eds.)2019Linguistic diversity on the EMI campus: Insider accounts of the use of English and other languages in universities within Asia, Australasia, and Europe. Routledge.
Maschmeier, F.
2019Learner autonomy in the CLIL classroom. Peter Lang.
Milligan, L. O., & Tikly, L.
(Eds.)2018English as a medium of instruction in postcolonial contexts: Issues of quality, equity and social justice. Routledge.
Richter, K.
2019English-medium instruction and pronunciation: Exposure and skills development. Multilingual Matters.
Tsuchiya, K., & Murillo, M. D. P.
(Eds.)2019Content and language integrated learning in Spanish and Japanese contexts: Policy, practice and pedagogy. Palgrave Macmillan Cham.
2018
Barnard, R., & Hasim, Z.
(Eds.)2018English medium instruction programmes: Perspectives from South East Asian universities. Routledge.
Macaro, E.
2018English medium instruction: Content and language in policy and practice. Oxford University Press.
Murata, K.
(Ed.)2018English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context. Routledge.
Henriksen, B., Holmen, A., & Kling, J.
(Eds.)2018English medium instruction in multilingual and multicultural universities: Academics’ voices from the Northern European context. Routledge.
2017
Ackerley, K., Guarda, M., & Helm, F.
(Eds.)2017Sharing perspectives on English-medium instruction. Peter Lang.
Blaj-Ward, L.
2017Language learning and use in English-medium higher education. Palgrave Macmillan Cham.
Bradford, A., & Brown, H.
(Eds.)2017English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Multilingual Matters.
(Eds.)2013Codeswitching in university English-medium classes: Asian perspectives. Multilingual Matters.
Coverdale-Jones, T.
(Ed.)2013Transnational higher education in the Asian context. Palgrave Macmillan.
Fortanet-Gómez, I.
2013CLIL in higher education: Towards a multilingual language policy. Multilingual Matters.
Jenkins, J.
2013English as a lingua franca in the international university: The politics of academic English language policy. Routledge.
Leung, C., & Street, B. V.
(Eds.)2012English: A changing medium for education. Multilingual Matters.
van der Walt, C.
2013Multilingual higher education: Beyond English medium orientations. Multilingual Matters.
2012
Doiz, A., Lasagabaster, D., & Sierra, J. M.
(Eds.)2012English-medium instruction at universities: Global challenges. Multilingual Matters.
Ryan, J.
(Ed.)2012Cross-cultural teaching and learning for home and international students: Internationalisation of pedagogy and curriculum in higher education. Routledge.
Smit, U. & Dafouz, E.
(Eds.)2012Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities. John Benjamins.
2011
Preisler, B., Klitgård, I., & Fabricius, A.
2011Language and learning in the international university: From English uniformity to diversity and hybridity. Multilingual Matters.
Ruiz de Zarobe, Y., Sierra, J. M., Gallardo del Puerto, F.
2011Content and foreign language integrated learning: Contributions to multilingualism in European contexts. Peter Lang.
2010
Brock-Utne, B., Desai, Z., Qorro, M. A., & Pitman, A.
(Eds.)2010Language of instruction in Tanzania and South Africa: Highlights from a project. BRILL.
Dalton-Puffer, C., Nikula, T., & Smit, U.
(Eds.)2010Language use and language learning in CLIL classrooms. John Benjamins.
Heine, L.
2010Problem solving in a foreign language : A study in content and language integrated learning. De Gruyter.
Lasagabaster, D. & Ruiz de Zarobe, Y.
2010CLIL in Spain: Implementation, results, and teacher training. Cambridge Scholars.
Smit, U.
2010English as a lingua franca in higher education: A longitudinal study of classroom discourse. De Gruyter Mouton.
2009Content and language integrated learning: Evidence from research in Europe. Multilingual Matters.
2008
Fortanet-Gómez, I., & Räisänen, C. A.
(Eds.)2008ESP in European higher education: Integrating language and content. John Benjamins.
Fortune, T. W., & Tedick, D. J.
(Eds.)2008Pathways to multilingualism: Evolving perspectives on immersion education. Multilingual Matters.
Mehisto, P., Marsh, D., & Frigols, M. J.
2008Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan Education. http://hdl.handle.net/11162/64524
leeds.ac.uk and mahans
