Publications

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Fernández-Costales, Alberto, Javier Fernández-Sanjurjo and José Miguel Arias Blanco. 2019. Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism 22 (6) : 661–674.
Edmonds-Wathen, Cris, Kay Owens and Vagi Bino. 2019. Identifying vernacular language to use in mathematics teaching. Language & Education 33 (1) : 1–17.
Bradford, Annette. 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.
Macaro, Ernesto, Jiangshan An and 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) : 166–192.
Hu, Guangwei and Yanfang Duan. 2019. Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university. International Journal of Bilingual Education and Bilingualism 22 (3) : 303–321.
Owu-Ewie, Charles and Emma Sarah Eshun. 2019. Language representation in the Ghanaian lower primary classroom and its implications: the case of selected schools in the Central and Western Regions of Ghana. Current Issues in Language Planning 20 (4) : 365–388.
Graham, Keith and Zohreh R. Eslami. 2019. Attitudes toward EMI in East Asia and the Gulf. A systematic review. Language Problems and Language Planning 43 (1) : 8–31.
Relaño-Pastor, Ana María and 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) : 421–435.
Gumbi, Phephani. 2019. IsiZulu as an indigenous African language, and technology in the basic education sector in KwaZulu-Natal. South African Journal of African Languages 39 (2) : 204–210.
Harvey, Jaqueline and Steven Lawrence Gordon. 2019. Choice of language in education: do we know what South Africans want? Language & Education 33 (3) : 226–243.
Ganuza, Natalia and Christina Hedman. 2019. The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali–Swedish Bilinguals. Applied Linguistics 40 (1) : 108–131.
Alcón-Soler, Eva and Ana Herraiz-Martinez. 2019. Pragmatic outcomes in the English-medium instruction context.The influence of intensity of instruction. Applied Pragmatics 1 (1) : 68–91.
de la Piedra, María Teresa and Lidia Herrera-Rocha. 2019. Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme. Journal of Multilingual and Multicultural Development 40 (8) : 665–678.
Baker, Will and Julia Hüttner. 2019. “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics 29 (1) : 78–94.
Hamid, M. Obaidul and Iffat Jahan. 2019. English as a medium of instruction and the discursive construction of elite identity. Journal of Sociolinguistics 23 (4) : 386–408.
Zhang, Lawrence Jun and Anne Li Jiang. 2019. Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context. Language & Education 33 (4) : 322–339.
May, Stephen, Lawrence Jun Zhang and Li Jiang. 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.
Lau, Kwok-chang, Loretta C.W. Tam and Ka Yee Elizabeth Loh. 2019. Moving between language frontiers: the challenges of the medium of instruction policy for Chinese as a second language. Language Policy 18 (3) : 131–153.
Lo, Yuen Yi and Angel M.Y. Lin. 2019. Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 78–90.
Lin, Angela M.Y. 2019. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 6–16.
Mose, Peter Nyakundi. 2019. Bilingualizing linguistically homogeneous classrooms in Kenya: implications on policy, second language learning, and literacy. International Journal of Bilingual Education and Bilingualism 22 (4) : 459–472.
Shaaban, Kassim and Eiman Mustafawi. 2019. Language policies in education in Qatar between 2003 and 2012: from local to global then back to local. Language Policy 18 (2) : 209–242.
Pun, Jack and Ernesto Macaro. 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.
Pavón Vázquez, Víctor and María del Carmen Ramos Ordóñez. 2019. Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism 22 (1) : 35–48.
Pritasari, Adita, Hendy Reinaldo and C.W. Watson. 2019. English-medium instruction in Asian business schools: a case study. Journal of Multilingual and Multicultural Development 40 (1) : 1–13.