Article in:
Journal of English-Medium Instruction
Vol. 1:1 (2022) ► pp. 4864
References

References

Aizawa, I. & Rose, H.
(2019) An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice. Higher Education, 77 (6), 1125–1142. CrossrefGoogle Scholar
Ball, P., & Lindsay, D.
(2013) Language demands and support for English-medium instruction in tertiary education. Learning from a specific context. In Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.) English-medium instruction at universities: Global challenges (pp. 44–61). Multilingual Matters.Google Scholar
Bazo, P., Centellas, A., Dafouz, E., Fernández, A., González, D., & Pavón Vázquez, V.
(2017) Documento marco de política lingüística para la internacionalización del sistema universitario español [Towards a language policy for the internationalisation of Spanish universities: A framework of reference]. Conferencia de Rectores de Universidades Españolas (CRUE).
Bradford, A.
(2019) It’s not all about English! The problem of language foregrounding in English-medium programmes in Japan. Journal of Multilingual and Multicultural Development, 40 (8), 707–720. CrossrefGoogle Scholar
Broggini, S., & Costa, F.
(2017) A survey of English-medium instruction in Italian higher Education: An updated perspective from 2011 to 2015. Journal of Immersion and Content-Based Language Education, 5 (2), 238–264. CrossrefGoogle Scholar
Costa, F., & Coleman, J. A.
(2013) A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16 (1), 3–19. CrossrefGoogle Scholar
Dafouz, E., Haines, K., & Pagèze, J.
(2020) Supporting educational developers in the era of internationalised higher education: insights from a European project. International Journal of Bilingual Education and Bilingualism, 32 (3), 326–339. CrossrefGoogle Scholar
Dang, T. K. A., Bonar, G., & Yao, J.
(2021) Professional learning for educators teaching in English-medium-instruction in higher education: A systematic review. Teaching in Higher Education. CrossrefGoogle Scholar
DeWaelsche, S. A.
(2015) Critical thinking, questioning and student engagement in Korean university English courses. Language and Education, 31 , 131–147.Google Scholar
Dimova, S., Hultgren, A., & Jensen, C.
(Eds.) (2015) English-medium instruction in European higher education. De Gruyter Mouton. CrossrefGoogle Scholar
Dimova, S., & Kling, J.
(2018) Assessing English-medium instruction lecturer proficiency across disciplines. TESOL Quarterly, 52 (3), 634–656. CrossrefGoogle Scholar
Doiz, A., & Lasagabaster, D.
(2018) Teachers’ and students’ L2 motivational self-system in English-medium instruction: A qualitative approach. TESOL Quarterly, 52 (3), 657–679. CrossrefGoogle Scholar
(2021) Analysing EMI teachers’ and students’ talk about language and language use. In D. Lasagabaster & A. Doiz (Eds.), Language use in English-medium instruction at university: International perspectives on teacher practice (pp. 34–55). Routledge. CrossrefGoogle Scholar
Drljača Margić, B., & Vodopija-Krstanović, I.
(2017) Uncovering English-medium instruction: Glocal issues in higher education. Peter Lang.Google Scholar
(2018) Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35 , 31–41. CrossrefGoogle Scholar
Dubow, G., & Gundermann, S.
(2017) Certifying the linguistic and communicative competencies of teachers in English-medium instruction programmes. Language Learning in Higher Education, 7 (2), 475–487. CrossrefGoogle Scholar
Early, M., & Kendrick, M.
(2020) Inquiry-based pedagogies, multimodalities and multilingualism: Opportunities and challenges in supporting English learner success. The Canadian Modern Language Review, 76 (2), 139–154. CrossrefGoogle Scholar
Fortanet-Gómez, I.
(2020) The dimensions of EMI in the international classroom: Training teachers for the future university. In M. M. Sánchez-Pérez (Ed.), Teacher training for English-medium instruction in higher education (pp. 1–20). IGI Global. CrossrefGoogle Scholar
Galloway, N., Kriukow, J. & Numajiri, T.
(2017) Internationalization, higher education and the growing demand for English: An investigation into the English medium instruction (EMI) movement in China and Japan. British Council.Google Scholar
Guarda, M., & Helm, F.
(2017) “I have discovered new teaching pathways”: The link between language shift and teaching practice. International Journal of Bilingual Education and Bilingualism, 20 (7), 897–913. CrossrefGoogle Scholar
Gundermann, S.
(2014) English-Medium instruction: Modelling the role of the native speaker in a lingua franca context. Albert-Ludwigs-Universität.Google Scholar
Helm, F., & Guarda, M.
(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), 353–373. CrossrefGoogle Scholar
Henriksen, B., Holmen, A., & Kling, J.
(2019) English-medium instruction in multilingual and multicultural universities: Academics’ voices from the Northern European Context. Routledge.Google Scholar
Lasagabaster, D.
(2018) Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching, 51 (3), 400–416. CrossrefGoogle Scholar
Lasagabaster, D., & Doiz, A.
(Eds.) (2021) Language use in English-medium instruction at university: International perspectives on teacher practice. Routledge. CrossrefGoogle Scholar
Macaro, E.
(2018) English medium instruction: Content and language in policy and practice. Oxford University Press. CrossrefGoogle Scholar
Macaro, E., Jiménez-Muñoz, J. A., & Lasagabaster, D.
(2019) The importance of certification of English medium instruction teachers in higher education in Spain. Porta Linguarum, 32 , 103–118.Google Scholar
Macaro, E., Tian, L., & Chu, L.
(2020) First and second language use in English medium instruction contexts. Language Teaching Research, 24 (3), 382–402. CrossrefGoogle Scholar
Mazak, C. M., & Carroll, K. S.
(2017) Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.Google Scholar
Morell, T.
(2020) EMI teacher training with a multimodal and interactive approach: A new horizon for LSP specialists. Language Value, 12 (1), 56–87. CrossrefGoogle Scholar
O’Dowd, R.
(2018) The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21 (5), 553–563. CrossrefGoogle Scholar
Pecorari, D., Shaw, P., Irvine, A., & Malmström, H.
(2011) English for academic purposes at Swedish universities: Teachers’ objectives and practices. Ibérica, 22 , 55–78.Google Scholar
Pérez Cañado, M. L.
(2020) Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts. Journal of English for Academic Purposes, 48 , 1–22. CrossrefGoogle Scholar
Rose, H.
(2021) Students’ language-related challenges of studying through English: What EMI teachers can do. In D. Lasagabaster & A. Doiz (Eds.), Language use in English-medium instruction at university: International perspectives on teacher practice (pp. 145–166). Routledge. CrossrefGoogle Scholar
Sahan, K.
(2019) Variations of English-medium instruction: Comparing policy and practice in Turkish higher education (Unpublished PhD dissertation). University of Oxford.
Sánchez-García, D., & Dafouz, E.
(2020) Equipping educational developers for inclusive international programs in higher education. In M. M. Sánchez-Pérez (Ed.), Teacher training for English-medium instruction in higher education (pp. 21–40). IGI Global. CrossrefGoogle Scholar
Sánchez-Pérez, M. M.
(2020) Teacher training for English-medium instruction in higher education. IGI Global. CrossrefGoogle Scholar
Schmidt-Unterberger
(2018) The English-medium paradigm: a conceptualisation of English-medium teaching in higher education, International Journal of Bilingual Education and Bilingualism, 21 (5), 527–539. CrossrefGoogle Scholar
Shagrir, L.
(2017) Collaborating with colleagues for the sake of academic and professional development in higher education. International Journal for Academic Development, 22 (4), 331–342. CrossrefGoogle Scholar
Tsou, W.
(2017) Interactional skills in engineering education. In W. Tsou & S.-M. Kao (Eds.), English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan (pp. 79–93). Springer. CrossrefGoogle Scholar
Tuomainen, S.
(2018) Supporting non-native university lecturers with English-Medium instruction. Journal of Applied Research in Higher Education, 10 (3), 230–242. CrossrefGoogle Scholar
Wächter, B., & Maiworm, F.
(2014) English-taught programmes in European higher education: The state of play in 2014. LemmensGoogle Scholar
Werther, C., Denver, L., Jensen, C., & Mees, I. M.
(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), 443–462. CrossrefGoogle Scholar
Wilkinson, R.
(2013) English-medium instruction at a Dutch university: Challenges and pitfalls. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 3–24). Multilingual Matters.Google Scholar
Zappa-Hollman, S.
(2018) Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism, 21 (5), 591–606. CrossrefGoogle Scholar