Article in:
Journal of English-Medium Instruction
Vol. 2:1 (2023) ► pp. 2750
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 1, 1125–1142. DOI logoGoogle Scholar
Bernstein, B.
(1999) Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20 (2), 157–173. DOI logoGoogle Scholar
(2003) Class, codes and control: Towards a theory of educational transmissions: Volume III. Routledge. DOI logoGoogle Scholar
Björkman, B.
(2011) English as a lingua franca in higher education: Implications for EAP. Ibérica, 22 1, 79–100.Google Scholar
(2013) English as an academic lingua franca: An investigation of form and communicative effectiveness. De Gruyter Mouton. DOI logoGoogle Scholar
Bradford, A.
(2016) Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20 (4), 339–356. DOI logoGoogle Scholar
Brown, H., & Iyobe, B.
(2014) The growth of English-medium instruction in Japan. In N. Sonda & A. Krause (Eds.). JALT2013 Conference Proceedings (pp. 419–435). JALT.Google Scholar
Cazden, C.
(1988) Classroom discourse: The language of teaching and learning. Pearson Education.Google Scholar
Chaudron, C. H.
(1988) Second language classrooms: Research on teaching and learning. Cambridge University Press. DOI logoGoogle Scholar
Chin Leong, P.
(2017) English-medium instruction in Japanese universities: Policy implementation and constraints. Current Issues in Language Planning, 18 (1), 57–67. DOI logoGoogle Scholar
Christie, F.
(1989) Curriculum genres in early childhood education: A case study in writing development [Doctoral thesis, University of Sydney].
(2005) Classroom discourse analysis: A functional perspective. Continuum.Google Scholar
Critchley, M. P.
(1999) Bilingual support in English classes in Japan: A survey of student opinions of L1 use by foreign teachers. The Language Teacher, 23 (9), 10–13.Google Scholar
Cullen, R.
(1998) Teacher talk and the classroom context. ELT Journal. 52 (3), 179–187. DOI logoGoogle Scholar
D’Angelo, J.
(2018) The status of ELF in Japan. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 165–175). Routledge. DOI logoGoogle Scholar
Dafouz, E. & Smit, U.
(2020) ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan. DOI logoGoogle Scholar
Dalton-Puffer, C.
(2007) Discourse in content-and-language-integrated learning (CLIL) classrooms. John Benjamins. DOI logoGoogle Scholar
Dearden, J.
(2014) English as a medium of instruction: A growing global phenomenon. British Council. DOI logoGoogle Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M.
(eds.) (2012) English-medium instruction at universities: Global challenges. Multilingual Matters. DOI logoGoogle Scholar
Edwards, D., & Westgate, D.
(1994) Investigating classroom talk. Falmer.Google Scholar
Eguchi, A.
(2012) The role of teacher talk adjustments in EFL classrooms in Japanese elementary schools. Annual Review of English Language Education in Japan, 23 1, 1–16. DOI logoGoogle Scholar
Flanders, N. A.
(1970) Analyzing teaching behavior. Addison-Wesley.Google Scholar
Galloway, N., Numajiri, T., & Rees, N.
(2020) The “internationalisation”, or “Englishisation”, of higher education in East Asia. Higher Education, 80 (3), 395–414. DOI logoGoogle Scholar
García, O.
(2009) Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.Google Scholar
Gass, S. M.
(2003) Input and interaction. In C. J. Doughty, & M. H. Long (Eds.). The handbook of second language acquisition (pp. 224–255). Blackwell. DOI logoGoogle Scholar
Gierlinger, E.
(2015) “You can speak German, sir”: On the complexity of teachers’ L1 use in CLIL. Language and Education, 29 (4), 347–368. DOI logoGoogle Scholar
He, P. & Lin, A.
(2020) Translanguaging and trans-semiotizing approaches to content and language integrated learning (CLIL): Innovating with the multimodalities-entextualization cycle (MEC) preparing our students for a rapidly evolving world. JACET Selected Papers, 7 1, 55–88. https://​www​.jstage​.jst​.go​.jp​/article​/jacetselectedpapers​/1​/0​/1​_55​/_pdf
Hicks, D.
(1995) Discourse, learning, and teaching. Review of Research in Education, 21 1, 49–95. DOI logoGoogle Scholar
Hirschel, R.
(2018) Teacher talk in the elementary school EFL classroom. Bulletin of Sojo University, 43 1, 31–41. http://​id​.nii​.ac​.jp​/1176​/00001288/
Hynninen, N.
(2016) Language regulation in English as a lingua franca: Focus on academic spoken discourse. De Gruyter. DOI logoGoogle Scholar
Iyobe, B., & Li, J.
(2013) CLIL to what degree: A trial in English-medium education at a Japanese university–is it CLIL or not? Asian EFL Journal, 15 (4), 372–381.Google Scholar
Jenkins, J.
(2011) Accommodating to ELF in the international university: English as a lingua franca. Journal of Pragmatics, 43 (4), 926–936. DOI logoGoogle Scholar
Jenks, C.
(2020) Applying critical discourse analysis to classrooms. Classroom Discourse, 11 (2), 99–106. DOI logoGoogle Scholar
Jiang, L., Zhang Jun, L. & May, S.
(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), 107–119. DOI logoGoogle Scholar
Karabassova, L., & San Isidro, X.
(2020) Towards translanguaging in CLIL: A study on teachers’ perceptions and practices in Kazakhstan. Advance online publication. International Journal of Multilingualism, 1–20. DOI logoGoogle Scholar
Krashen, S. D.
(1985) The input hypothesis: Issues and implications. Longman.Google Scholar
Lasagabaster, D.
(2013) The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning 6 (2), 1–21. DOI logoGoogle Scholar
Lemke, J.
(1988) Genres, semantics, and classroom education. Linguistics and Education, 1 (1), 81–99. DOI logoGoogle Scholar
Lin, A. M.
(2006) Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20 (4), 287–305. DOI logoGoogle Scholar
Llinares, A., & Evnitskaya, N.
(2021) Classroom interaction in CLIL programs: Offering opportunities or fostering inequalities? TESOL Quarterly, 551, 366–39. DOI logoGoogle Scholar
Llinares, A., & Morton, T.
(2010) Historical explanations as situated practice in content and language integrated learning. Classroom Discourse, 1 (1), 46–65. DOI logoGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge University Press.Google Scholar
Lo, Y. Y., & Macaro, E.
(2012) The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, 15 (1), 29–52. DOI logoGoogle Scholar
Long, M., & Sato, C.
(1983) Classroom foreigner talk discourse: Forms and functions of teachers’ questions. In H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 268–286). Newbury House.Google Scholar
Martin, J. R.
(1999) Mentoring semogenesis: Genre-based literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 123–155). Continuum.Google Scholar
(1984) Language, register and genre. Routledge.Google Scholar
Martin, J. R., & Maton, K.
(2017) Systemic functional linguistics and legitimation code theory on education: Rethinking field and knowledge structure. Onomázein, 12–45, [Special number II], 12–45. DOI logoGoogle Scholar
Maton, K.
(2000) Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge. Linguistics and Education, 11(1), 79–98. DOI logoGoogle Scholar
Mauranen, A.
(2006) Signaling and preventing misunderstanding in English as lingua franca communication. International Journal of the Sociology of Language, 2006 (177), . 123–150. DOI logoGoogle Scholar
(2012) Exploring ELF: Academic English shaped by non-native speakers. Cambridge University Press.Google Scholar
Méndez García., M. C. & Pavón Vásquez., V.
(2012) Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism, 15 (5), 573–592. DOI logoGoogle Scholar
Ministry of Education, Culture, Sports, Science and Technology
(2014) Selection for the FY 2014 Top Global University Project. Retrieved October 21 from https://​www​.mext​.go​.jp​/en​/policy​/education​/highered​/title02​/detail02​/sdetail02​/1395420​.htm
Moore, P., & Nikula, T.
(2019) Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22 (2), 237–249. DOI logo
Murata, K., & Iino, M.
(2017) EMI in higher education: An ELF perspective. In J. Jenkins, W. Baker, & M. Dewey (Eds.). The Routledge handbook of English as a lingua franca. Routledge. DOI logoGoogle Scholar
Myojin, C.
(2007) The effect of teacher talk in EFL classrooms: The nonuse or use of learners’ L1 by an instructor. KATA Biannual Publication on the Study of Language and Literature, 7 1, 1–18. DOI logoGoogle Scholar
Nikula, T.
(2007) Speaking English in Finnish content-based classrooms. World Englishes 26 (2): 206–223. DOI logoGoogle Scholar
(2010) Effects of CLIL on a teacher’s classroom language use. John Benjamins. DOI logoGoogle Scholar
Nikula, T., Dafouz, E., Moore, P., & Smit, U.
(Eds.) (2016) Conceptualising integration in CLIL and multilingual education. Multilingual Matters. DOI logoGoogle Scholar
Probyn, M.
(2005) Learning science through the medium of English: What do Grade 8 learners say? Southern African Linguistics and Applied Language Studies, 23 (4), 369–392. DOI logoGoogle Scholar
Pun, J., & Macaro, E.
(2019) The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22 (1), 64–77. DOI logoGoogle Scholar
Rose, H., & McKinley, J.
(2018) Japan’s English–medium instruction initiatives and the globalization of higher education. Higher Education, 75 (1), 111–129. DOI logoGoogle Scholar
Ruegg, R.
(2021) Supporting EMI students outside of the classroom: Evidence from Japan. Routledge. DOI logoGoogle Scholar
Sinclair, J. McH., & Coulthard, R. M.
(1975) Towards an analysis of discourse: The English used by teachers and pupils. Oxford University Press.Google Scholar
Smit, U.
(2018) Classroom discourse on EMI: On the dynamics of multilingual practices. In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context (pp. 99–123). Routledge. DOI logoGoogle Scholar
Suviniitty, J.
(2012) Lectures in English as a lingua franca: Interactional features [Doctoral thesis, University of Helsinki]. http://​urn​.fi​/URN:ISBN:978​-952​-10​-8540​-6
Tsou, W., & Baker, W.
(2021) English-medium instruction translanguaging practices in Asia: Theories, frameworks and implementation in higher education. Springer. DOI logoGoogle Scholar
Tsuchiya, K.
(2019) CLIL and language education in Japan. In Tsuchiya, K., & Pérez Murillo, M. D. (Eds.), Content and language integrated learning in Spanish and Japanese contexts. Palgrave Macmillan Cham. DOI logoGoogle Scholar
Wilkinson, R.
(2012) English-medium instruction at a Dutch university: Challenges and pitfalls. In A. Doiz, D. Lasagabaster & J. Sierra (Ed.), English-medium instruction at universities: Global challenges (pp. 3–24). Multilingual Matters. DOI logoGoogle Scholar
Yonezawa, A.
(2011) The internationalization of Japanese higher education: Policy debates and realities. In: S. Marginson, S. Kaur, & E. Sawir (Eds.), Higher education in the Asia-Pacific: Strategic responses to globalization. Springer. DOI logoGoogle Scholar
Yuan, R., & Yang, M.
(2020) Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research. Advance online publication. DOI logoGoogle Scholar