Element contents
Series: Elements in Language Teaching
English-Medium Instruction in Higher Education
Published online by Cambridge University Press: 22 August 2022
Summary
This Element focuses on English-Medium instruction (EMI), an educational approach that is spreading widely and rapidly in higher education institutions throughout the world because it is regarded as a lynchpin of the internationalisation process. The main aim of the Element is to provide critical insights into EMI implementation and the results obtained so far in diverse university contexts. After defining EMI and analysing the rapid extension it has experienced, the volume tackles issues such as stakeholders' views on how EMI programmes are being implemented, the impact of teaching and learning both content and language in a foreign language, translanguaging practices in English-medium lectures, and how assessment has hitherto been addressed. Each section aims to bring to light new avenues for research. The Element wraps up with a description of the many challenges ahead.
- Type
- Element
- Information
- Series: Elements in Language TeachingOnline ISBN: 9781108903493Publisher: Cambridge University PressPrint publication: 08 September 2022
References
Ackerley, K., Guarda, M., & Helm, F. (Eds.) (2017). Sharing Perspectives on English-Medium Instruction. Bern: Peter Lang.Google Scholar
Aguilar, M. (2017). Engineering Lecturers’ Views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722–35.Google Scholar
Aguilar, M., & Muñoz, C. (2014). The Effect of Proficiency on CLIL Benefits in Engineering Students in Spain. International Journal of Applied Linguistics, 24(1), 1–18.Google Scholar
Airey, J. (2009). Science, Language and Literacy: Case Studies of Learning in Swedish University Physics. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala: Acta Universitatis Upsaliensis.Google Scholar
Airey, J. (2012). “I Don’t Teach Language”: The Linguistic Attitudes of Physics Lecturers in Sweden. AILA Review, 25(1), 64–79.Google Scholar
Airey, J. (2015). From Stimulated Recall to Disciplinary Literacy: Summarizing Ten Years of Research into Teaching and Learning in English. In Dimova, S., Hultgren, A., & Jensen, C. (Eds.), English-Medium Instruction in European Higher Education. Berlin: De Gruyter Mouton, 157–76.Google Scholar
Airey, J. (2020). The Content Lecturer and English-Medium Instruction (EMI): Epilogue to the Special Issue on EMI in Higher Education. International Journal of Bilingual Education and Bilingualism, 23(3), 340–46.CrossRefGoogle Scholar
Altbach, P., & Knight, J. (2007). The Internationalisation of Higher Education: Motivations and Realities. Journal of Studies in International Education, 11(3–4), 290–305.CrossRefGoogle Scholar
Arkın, E., & Osam, N. (2015). English-Medium Higher Education: A Case Study in a Turkish University Context. In Dimova, S., Hultgren, A. K., & Jensen, C. (Eds.), English-Medium Instruction in European Higher Education. Berlin: De Gruyter Mouton, 177–99.Google Scholar
Arnó-Maciá, E., & Aguilar-Pérez, M. (2021). Language Issues in EMI: When Lecturers and Students Can Choose the Language of Instruction. In Block, D. & Khan, S. (Eds.), The Secret Life of English-Medium Instruction in Higher Education. Examining Microphenomena in Context New York: Routledge, 19–42.Google Scholar
Arnó-Maciá, E., & Mancho-Barés, G. (2015). The Role of Content and Language in Content and Language Integrated Learning (CLIL) at University: Challenges and Implications for ESP. English for Specific Purposes, 37, 63–73.Google Scholar
Baker, W., & Hüttner, J. (2017). English and More: A Multisite Study of Roles and Conceptualisations of Language in English Medium Multilingual Universities from Europe to Asia. Journal of Multilingual and Multicultural Development, 38(6), 501–16.Google Scholar
Ball, P., & Lindsay, D. (2013). Language Demand and Support for English-Medium Instruction in Tertiary Education. Learning from the Specific Context. In Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.), English-Medium Instruction at University: Global Challenges. Bristol: Multilingual Matters, 44–61.Google Scholar
Banegas, D. L., & Manzur Busleimán, G. (2021). EMI Materials in Online Initial English Language Teaching Education. In Lasagabaster, D., & Doiz, A. (Eds.), Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice. New York: Routledge, 100–25.Google Scholar
Banegas, D. L., Poole, P., & Corrales, K. (2020). Content and Language Integrated Learning in Latin America 2008–2018: Ten Years of Research and Practice. Studies in Second Language Learning & Teaching, 10(2), 283–305.Google Scholar
Belhiah, H., & Elhami, M. (2015). English as a Medium of Instruction in the Gulf: When Students and Teachers Speak. Language Policy, 14(1), 3–23.Google Scholar
Belyaeva, E., Kuznetsova, L., Nikiforova, O., & Suchkova, S. (2021). The Place of English in the Russian Higher Education Landscape. In Wilkinson, R. & Gabriëls, R. (Eds.), The Englishisation of Higher Education in Europe. Amsterdam: Amsterdam University Press, 189–213.Google Scholar
Berry, C., & Taylor, J. (2013). Internationalisation in Higher Education in Latin America: Policies and Practice in Colombia and Mexico. Higher Education, 67(5), 585–601.CrossRefGoogle Scholar
Block, D. (2021). Emergent STEM Lecturer Identities: The Shaping Effects of EMI in Action in an Internationalised and Englishised HE Context. Language Teaching, 54(3), 388–406.Google Scholar
Block, D., & Khan, S. (Eds.) (2021). The Secret Life of English-Medium Instruction in Higher Education: Examining Microphenomena in Context. New York: Routledge.Google Scholar
Block, D., & Mancho-Barés, G. (2021). NOT English Teachers, Except When They Are: The Curious Case of Oral Presentation Evaluation Rubrics in an EMI-in-HE Context. In Block, D. & Khan, S. (Eds.), The Secret Life of English-Medium Instruction in Higher Education: Examining Microphenomena in Context. New York: Routledge, 96–119.Google Scholar
Borsetto, E., & Bier, A. (2021). Building on International Good Practices and Experimenting with Different Teaching Methods to Address Local Training Needs: The Academic Lecturing Experience. Alicante Journal of English Studies, 34, 107–30.Google Scholar
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), 707–20.Google Scholar
Bradford, A., & Brown, H. (Eds.) (2017a). English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes. Bristol: Multilingual Matters.Google Scholar
Bradford, A., & Brown, H. (2017b). ROAD-MAPPING English-Medium Instruction in Japan. In Bradford, A. & Brown, H. (Eds.), English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes. Bristol: Multilingual Matters, 3–13.Google Scholar
Broggini, S., & Costa, F. (2017). A Survey of English-Medium Instruction in Italian Higher Education: An Updated Perspective from 2012 to 2015. Journal of Immersion and Content-Based Language Education, 5(2), 238–64.Google Scholar
Byun, K., Chu, H., Kim, M., et al. et al. (2011). English-Medium Teaching in Korean Higher Education: Policy Debates and Reality. Higher Education, 62(4), 431–49.Google Scholar
Chapple, J. (2015). Teaching in English is Not Necessarily the Teaching of English. International Education Studies, 8(3), 1–13.Google Scholar
Chostelidou, D., & Griva, E. (2014). Measuring the Effect of Implementing CLIL in Higher Education: An Experimental Research Project. Procedia – Social and Behavioral Sciences, 116, 2169–74.Google Scholar
Chou, M.-H. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts. TESOL Quarterly, 52(3), 611–33.Google Scholar
Corrales, K. A., Rey, L. A. P., & Escamilla, N. S. (2016). Is EMI Enough? Perceptions from University Professors and Students. Latin American Journal of Content & Language Integrated Learning, 9(2), 318–44.Google Scholar
Costa, F. (2012). Focus on Form in ICLHE Lectures in Italy: Evidence from English-Medium Science Lectures by Native Speakers of Italian. AILA Review, 25, 30–47.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
Curle, S., Yuksel, D., Soruc, A., & Altay, M. (2020). Predictors of English Medium Instruction Academic Success: English Proficiency versus First Language Medium. System, 95, 102378. https://doi.org/10.1016/j.system.2020.102378.Google Scholar
Dafouz, E. (2018). English-Medium Instruction and Teacher Education Programmes in Higher Education: Ideological Forces and Imagined Identities at Work. International Journal of Bilingual Education and Bilingualism, 21(5), 540–52.Google Scholar
Dafouz, E. (2021). Crossing Disciplinary Boundaries: English-Medium Education (EME) Meets English for Specific Purposes (ESP). Ibérica, 41, 13–38.CrossRefGoogle Scholar
Dafouz, E., & Smit, U. (2020). Road-Mapping English Medium Education in the Internationalised University. Cham: Palgrave Pivot.Google Scholar
Dafouz, E., Camacho, M., & Urquia, E. (2014). “Surely They Can’t Do as Well”: A Comparison of Business Students’ Academic Performance in English-Medium and Spanish-as-First-Language-Medium Programmes. Language and Education, 28, 223–36.Google Scholar
Dafouz, E., Hüttner, J., & Smit, U. (2016). University Teachers’ Beliefs on Language and Content Integration in English-Medium Education in Multilingual Settings. In Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.), Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters, 123–43.Google 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. https://doi.org/10.1080/13562517.2020.1863350.Google Scholar
Darquennes, J., Du Plessis, T., & Soler, J. (Eds.) (2020). Language Diversity Management in Higher Education. Sociolinguistica, 34(1), 1–237.Google Scholar
Dearden, J. (2015). English as a Medium of Instruction – A Growing Global Phenomenon. London: British Council. www.britishcouncil.es/sites/default/files/british_council_english_as_a_medium_of_instruction.pdfGoogle Scholar
Dimova, S., & Kling, J. (2018). Assessing English-Medium Instruction Lecturer Proficiency across Disciplines. TESOL Quarterly, 52(3), 634–56.Google Scholar
Doiz, A., & Lasagabaster, D. (2017). Teachers’ Beliefs About Translanguaging Practices. In Mazak, C. M. & Carroll, K. S. (Eds.), Translanguaging in Higher Education: Beyond Monolingual Ideologies. Bristol, England: Multilingual Matters, 157–76.Google Scholar
Doiz, A., & Lasagabaster, D. (2018). Teachers’ and Students’ L2 Motivational Self-System in English-Medium Instruction: A Qualitative Approach. TESOL Quarterly, 52(3), 657–79.CrossRefGoogle Scholar
Doiz, A., & Lasagabaster, D. (2020). Dealing with Language Issues in English-Medium Instruction at University: A Comprehensive Approach. International Journal of Bilingual Education and Bilingualism, 23(3), 257–62.Google Scholar
Doiz, A., & Lasagabaster, D. (2021). Analysing EMI Teachers’ and Students’ Talk About Language and Language Use. In Lasagabaster, D. & Doiz, A. (Eds.), Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice. New York: Routledge, 34–55.Google Scholar
Doiz, A., & Lasagabaster, D., & Pavón, V. (2019). The Integration of Language and Content in English-Medium Instruction Courses: Lecturers’ Beliefs and Practices. Ibérica, 38, 151–75.Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.) (2013a). English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters.Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. (2013b). Globalisation, Internationalisation, Multilingualism and Linguistic Strains in Higher Education. Studies in Higher Education, 38(9), 1407–21.Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. (2014). Language Friction and Multilingual Policies at Higher Education: The Stakeholders’ View. Journal of Multilingual and Multicultural Development, 35(4), 345–60.Google Scholar
Drljača Margić, B., & Vodopija-Krstanović, I. (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), 475–87.CrossRefGoogle Scholar
Elliott, N., Vila, F. X., & Gilabert, R. (2018). The Presentation of Catalan Universities: Linguistic Reality to a Transnational Audience. European Journal of Language Policy, 10(1), 121–46.Google Scholar
Engin, M. (2017). Contributions and Silence in Academic Talk: Exploring Learner Experiences of Dialogic Interaction. Learning, Culture and Social Interaction, 12, 78–86.Google Scholar
Evans, S., & Morrison, B. (2011a). Meeting the Challenges of English-Medium Higher Education: The First-Year Experience in Hong Kong. English for Specific Purposes, 30, 198–208.Google Scholar
Evans, S., & Morrison, B. (2011b). The Student Experience in English-Medium Higher Education in Hong Kong. Language and Education, 25(2), 147–62.CrossRefGoogle Scholar
Farrell, T. S. C. (2020). Professional Development Through Reflective Practice for English-Medium Instruction (EMI) Teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277–86.Google Scholar
Fortanet-Gómez, I. (2013). CLIL in Higher Education: Towards a Multilingual Language Policy. Bristol: Multilingual Matters.Google Scholar
Fortanet-Gómez, I. (2020). The Dimensions of EMI in the International Classroom: Training Teachers for the Future University. In Sánchez-Pérez, M. M. (Ed.), Teacher Training for English-Medium Instruction in Higher Education. Hershey, PA: IGI Global, 1–20.Google Scholar
Galloway, N., Kriukow, J. & Numajiri, T. (2017). Internationalisation, Higher Education and the Growing Demand for English: An Investigation into the English Medium Instruction (EMI) Movement in China and Japan. London: British Council.Google Scholar
Gill, S. K., & Kirkpatrick, A. (2013). English in Asian and European Higher Education. In Chapelle, C. A. (Ed.), The Encyclopedia of Applied Linguistics. London: Blackwell, 1–4.Google Scholar
Gimenez, T., Sarmento, S., Archanjo, R., Zicman, R., & Finardi, K. (2018). Guide to English as a Medium of Instruction in Brazilian Higher Education Institutions (2018–2019). London: British Council. www.britishcouncil.org.br/sites/default/files/guide_to_english_as_medium_of_instruction_2018-19.pdf.Google Scholar
Graham, K. M., Eslami, Z. R., & Hillman, S. (2021). From English as the Medium to English as a Medium: Perspectives of EMI students in Qatar. System, 99, 102508.Google Scholar
Gregersen, F. et al. (2018). More Parallel, Please! Best Practice of Parallel Language Use at Nordic Universities: 11 Recommendations. Denmark: Nordic Council of Ministers. https://norden.diva-portal.org/smash/get/diva2:1203291/FULLTEXT01.pdf.Google Scholar
Guarda, M., & Helm, F. (2017a). A Survey of Lecturers’ Needs and Feedback on EMI Training. In Ackerley, K., Guarda, M., & Helm, F. (Eds.), Sharing Perspectives on English-Medium Instruction. Bern: Peter Lang, 167–94.Google Scholar
Guarda, M., & Helm, F. (2017b). “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.Google Scholar
Haberland, H. (2014). English from Above and Below, and from Outside. In Hultgren, A. K., Gregersen, F., & Thøgersen, J. (Eds.), English in Nordic Universities: Ideologies and Practices. Amsterdam: John Benjamins, 251–63.Google Scholar
Haberland, H., & Preisler, B. (2015). The Position of Danish, English and Other Languages at Danish Universities in the Context of Danish Society. In Vila, F. X. & Bretxa, V. (Eds.), Language Policy in Higher Education: The Case of Medium-Sized Languages. Bristol: Multilingual Matters, 15–42.Google Scholar
Hamel, R. E., Álvarez López, E., & Pereira Carvalhal, T. (2016). Language Policy and Planning: Challenges for Latin American Universities. Current Issues in Language Planning, 17(3/4), 278–97.Google Scholar
Haugen, E. (1971). The Ecology of Language. Report 13. Washington, DC: Center for Applied Linguistics.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), 353–73.Google Scholar
Henriksen, B., Holmen, A., & Kling, J. (2019). English Medium Instruction in Multilingual and Multicultural Universities: Academics Voices from the Northern European Context. New York: Routledge.Google Scholar
Hernández-Nanclares, N., & Jiménez-Muñoz, A. (2017). English as a Medium of Instruction: Evidence for Language and Content Targets in Bilingual Education in Economics. International Journal of Bilingual Education and Bilingualism, 20(7), 883–96.Google Scholar
Hibbert, L., & van der Walt, C. (Eds.) (2014). Multilingual Universities in South Africa: Reflecting Society in Higher Education. Bristol: Multilingual Matters.Google Scholar
Hu, G., & Lei, J. (2014). English-Medium Instruction in Chinese Higher Education: A Case Study. Higher Education, 67(5), 551–67.Google Scholar
Hu, J. & Wu, P. (2020). Understanding English Language Learning in Tertiary English Medium Instruction Contexts in China. System, 93, 102305.Google Scholar
Hultgren, A. K., Owen, N., Shrestha, P., Kuteeva, M., & Mezek, S. (2022). Assessment and English as a Medium of Instruction: Challenges and Opportunities. Journal of English-Medium Instruction, 1(1), 105–123.Google Scholar
Inbar-Lourie, O., & Donitsa-Schmidt, S. (2020). EMI Lecturers in International Universities: is a Native/Non-Native English-Speaking Background Relevant? International Journal of Bilingual Education and Bilingualism, 23(3), 301–13.Google Scholar
Järlström, M., Piekkari, R., Pilke, N., & Turpeinen, H. (2020). Perceptions of Language (Mis)Fit at a Multilingual Workplace: The Case of the University of Vaasa. In Kuteeva, M., Kaufhold, K., & Hynninen, N. (Eds.), Language Perceptions and Practices in Multilingual Universities. Cham: Palgrave Macmillan, 293–322.Google Scholar
Jaspers, J. (2018). The Transformative Limits of Translanguaging. Language and Communication, 58, 1–10.Google Scholar
Jiang, L., Zhang, L. J., & 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), 107–19.CrossRefGoogle Scholar
Joe, Y. & Lee, H.-K. (2013). Does English-Medium Instruction Benefit Students in EFL Contexts? A Case Study of Medical Students in Korea. Asia-Pacific Education Research, 22(2), 201–7.Google Scholar
Kachru, B. B. (Ed.) (1992). The Other Tongue: English across Cultures, 2nd ed. Urbana: University of Illinois Press.Google Scholar
Kamasak, R., Hasan, K., & Rose, H. (2021). Academic Language-Related Challenges at an English-Medium University. Journal of English for Academic Purposes, 49, 100945.Google Scholar
Kim, E. G. (2017). English Medium Instruction in Korean Higher Education: Challenges and Future Directions. In Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (Eds.), English Medium Instruction in Higher Education in Asia-Pacific. Multilingual Education, vol. 21. Cham: Springer, 53–69.Google Scholar
Kim, J., Kim, E. G., & Kweon, S. (2018). Challenges in Implementing English-Medium Instruction: Perspectives of Humanities and Social Sciences Professors Teaching Engineering Students. English for Specific Purposes, 51, 111–23.Google Scholar
Kim, E. G., & Yoon, J.-R. (2018). Korean Science and Engineering Students’ Perceptions of English-Medium Instruction and Korean-Medium Instruction. Journal of Language Identity & Education, 17(3), 182–97.Google Scholar
Kirkpatrick, A. (2011a). English as an Asian Lingua Franca and the Multilingual Model of ELT. Language Teaching, 44(2), 212–24.CrossRefGoogle Scholar
Kirkpatrick, A. (2011b). English as a Medium of Instruction in Asian Education (from Primary to Tertiary): Implications for Local Languages and Local Scholarship. Applied Linguistics Review, 2, 99–120.CrossRefGoogle Scholar
Konakahara, M., Murata, K., & Iino, M. (2019). English-Medium Instruction in a Japanese University: Exploring Students’ and Lecturers’ Voices from an ELF Perspective. In Murata, K. (Ed.), English-Medium Instruction from an English as a Lingua Franca Perspective: Exploring the Higher Education Context. New York: Routledge, 157–75.Google Scholar
Kuteeva, M. (Ed.) (2011). Special Issue on Academic English in Parallel-Language and ELF Settings. Ibérica, 22, 1–162.Google Scholar
Kuteeva, M. (2019). Researching English-Medium Instruction at Swedish Universities: Developments Over the Past Decade. In Murata, K. (Ed.), English-Medium Instruction from an English as a Lingua Franca Perspective. Abingdon: Routledge, 46–63.Google Scholar
Kuteeva, M. (2020). Revisiting the ‘E’ in EMI: Students’ Perceptions of Standard English, Lingua Franca and Translingual Practices. International Journal of Bilingual Education and Bilingualism, 23(3), 287–300.CrossRefGoogle Scholar
Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Language Policy Developments. Higher Education, 67, 533–49.Google Scholar
Kuteeva, M., Kaufhold, K., & Hynninen, N. (Eds.) (2020). Language Perceptions and Practices in Multilingual Universities. Cham: Palgrave Macmillan.Google Scholar
Lanvers, U., & Hultgren, A. K. (2018). The Englishisation of European education: Concluding Remarks. European Journal of Language Policy, 10(1), 147–52.Google Scholar
Lasagabaster, D. (2018). Fostering Team Teaching: Mapping Out a Research Agenda for English-Medium Instruction at University Level. Language Teaching, 51(3), 400–16.Google Scholar
Lasagabaster, D. (2021a). Team Teaching: A Way to Boost the Quality of EMI Programmes? In Rubio-Alcalá, F. & Coyle, D. (Eds.), Developing and Evaluating Quality Bilingual Practices in Higher Education. Bristol: Multilingual Matters, 163–80.Google Scholar
Lasagabaster, D. (2021b). Striving to Maintain a Multilingual Balance. In Wilkinson, R. & Gabriëls, R. (Eds.), The Englishisation of Higher Education in Europe. Amsterdam: Amsterdam University Press, 77–95.Google Scholar
Lasagabaster, D. (2022). Teacher Preparedness for English-Medium Instruction. Journal of English-Medium Instruction, 1(1), 48–64.Google Scholar
Lasagabaster, D., & Doiz, A. (Eds.) (2021). Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice. New York: Routledge.Google Scholar
Lasagabaster, D., Doiz, A., Pavón, V. (2018). Undergraduates’ Beliefs about the Role of Language and Team Teaching in EMI Courses at University. Rassegna Italiana di Linguistica Applicata, 2–3, 111–27.Google Scholar
Lawrence, C., Inbar-Lourie, O., & Weinberg, L. (2017). A Handbook for English-Medium Instruction in Institutions of Higher Education in Israel: English as the Cornerstone of Sustainable Technology and Research. Tel Aviv: University of Tel Aviv.Google Scholar
Lei, J., & Hu, G. (2014). Is English-Medium Instruction Effective in Improving Chinese Undergraduate Students’ English Competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99–126.CrossRefGoogle Scholar
Liddicoat, A. J. (Ed.) (2018). Language Policy and Planning in Universities: Teaching, Research and Administration. New York: Routledge.Google Scholar
Lin, A. M. Y. (2016). Language across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and Practice. Singapore: Springer.Google Scholar
Llanes, À., & Cots, J. M. (2020). Measuring the Impact of Translanguaging In TESOL: A Plurilingual Approach to ESP. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2020.1753749.Google Scholar
Llurda, E., Cots, J. M., & Armengol, L. (2014). Views on Multilingualism and Internationalisation in Higher Education: Administrative Staff in the Spotlight. Journal of Multilingual and Multicultural Development, 35(4), 376–91.CrossRefGoogle Scholar
Lorenzo, F., Granados, A., & Rico, N. (2021). Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe. Applied Linguistics, 42(3), 393–413.Google Scholar
Luckett, K., & Hurst-Harosh, E. (2021). Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa: Affordances and Constraints. In Paulsrud, B. A., Tian, Z., & Toth, J. (Eds.), English-Medium Instruction and Translanguaging. Bristol: Multilingual Matters.Google Scholar
Lueg, K., & Lueg, R. (2015). Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers. Academy of Management Learning and Education, 14(1), 5–30.Google Scholar
Macaro, E. (2018). English Medium Instruction: Content and Language in Policy and Practice. Oxford: Oxford University Press.Google Scholar
Macaro, E., & Han, S. (2020). English Medium Instruction in China’s Higher Education: Teachers’ Perspectives of Competencies, Certification and Professional Development. Journal of Multilingual and Multicultural Development, 41, 219–31.Google 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, 103–18.Google Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A Systematic Review of English Medium Instruction in Higher Education. Language Teaching, 51(1), 36–76.Google Scholar
Malmström, H., & Pecorari, D. (2021). Epilogue: Disciplinary Literacies as a Nexus for Content and Language Teacher Practice. In Lasagabaster, D. & Doiz, A. (Eds.), Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice. New York: Routledge, 213–21.Google Scholar
Malmström, H., Pecorari, D., & Gustafsson, M. (2016). Size and Development of Academic Vocabulary in English Medium Instruction. In Göpferich, S., & Neumann, I. (Eds.), Developing and Assessing Academic and Professional Writing Skills. Bern: Peter Lang, 45–69.Google Scholar
Mancho-Barés, G., & Aguilar-Pérez, M. (2020). EMI Lecturers’ Practices in Correcting English: Resources for Language Teaching? Journal of Immersion and Content-Based Language Teaching, 8(2), 257–84.Google Scholar
Marcos-García, A. M., & Pavón, V. (2018). The Linguistic Internationalisation of Higher Education: A Study on the Presence of Language Policies and Bilingual Studies in Spanish Universities. Porta Linguarum, 3, 31–46.Google Scholar
Martinez, R. (2016). English as a Medium of Instruction (EMI) in Brazilian Higher Education: Challenges and Opportunities. In Finardi, K. R. (Ed.), English in Brazil: Views, Policies and Programs. Londrina: SciELO-EDUEL, 191–228.Google Scholar
Martinez, R., Machado, P., & Palma, C. (2021). An Exploratory Analysis of Language-Related Episodes (LREs) in a Brazilian EMI Context: Lecturers’ and Students’ Perspectives. In Mazak, C. M., & Carroll, K. S. (Eds.), Translanguaging in Higher Education: Beyond Monolingual Ideologies. Bristol: 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.Google Scholar
Motta, A. (2017). Nine and a Half Reasons against the Monarchy of English. In Ackerley, K., Guarda, M. & Helm, F. (Eds.), Sharing Perspectives on English-Medium Instruction. Bern: Peter Lang, 95–110.Google Scholar
Muguruza, B., Cenoz, J., & Gorter, D. (2020). Implementing Translanguaging Pedagogies in an English Medium Instruction Course. International Journal of Multilingualism, 1–16.Google Scholar
Murata, K. (Ed.) (2019). English-Medium Instruction from an English as a Lingua Franca Perspective: Exploring the Higher Education Context. New York: Routledge.Google Scholar
Núñez Asomoza, A. (2015). Students’ Perceptions of the Impact of CLIL in a Mexican BA Program. PROFILE Issues in Teachers’ Professional Development, 17(2), 111–24.Google 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), 553–63.Google Scholar
Orduna-Nocito, E., & Sánchez-García, D. (2021). Aligning Higher Education Language Policies with Lecturers’ Views on EMI Practices: A Comparative Study of Ten European Universities. System, 104, 102692.Google Scholar
Pagèze, J., & Lasagabaster, D. (2017). Teacher Development for Teaching and Learning in English in a French Higher Education Context. L’Analisi Linguistica E Letteraria, 25, 289–310.Google Scholar
Paulsrud, B. A., Tian, Z., & Toth, J. (Eds.) (2021). English-Medium Instruction and Translanguaging. Bristol: Multilingual Matters.Google Scholar
Pecorari, D., & Halmström, H. (2018a). At the Crossroads of TESOL and English Medium Instruction. TESOL Quarterly, 52(3), 497–515.Google Scholar
Pecorari, D., & Halmström, H. (Eds.) (2018b). At the Crossroads of TESOL and English Medium Instruction. TESOL Quarterly, 52(3), 493–720.Google Scholar
Peng, J.-E, & Xie, X. (2021). English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness. Sustainability, 13, 5637.Google Scholar
Phillipson, R. (2006). English, a Cuckoo in the European Higher Education Nest of Languages? European Journal of English Studies, 10(1), 13–32.Google Scholar
University, Pompeu Fabra (2007). The Plan of Action for Multilingualism. Barcelona: Pompeu Fabra University. www.upf.edu/documents/225732635/226180811/PAM/01c4da27-15b8-9bb9-85a6-a31f5de126f9.Google Scholar
Pulcini, V., & Campagna, S. (2015). Internationalisation and the EMI Controversy in Italian Higher Education. In Dimova, S., Hultgren, A. K., & Jensen, C. (Eds.), English-Medium Instruction in European Higher Education. Berlin: De Gruyter Mouton, 65–87.Google Scholar
Reilly, C. (2021). Malawian Universities as Translanguaging Spaces. In Paulsrud, B. A., Tian, Z., & Toth, J. (Eds.), English-Medium Instruction and Translanguaging. Bristol: Multilingual Matters, 29–42.Google Scholar
Richter, K. (2019). English-Medium Instruction and Pronunciation: Exposure and Skills Development. Bristol: Multilingual Matters.Google Scholar
Risager, K. (2012). Language Hierarchies at the International University. International Journal of the Sociology of Language, 216, 111–30.Google Scholar
Rogier, D. (2012). The Effects of English-Medium Instruction on Language Proficiency of Students Enrolled in Higher Education in the UAE. PhD dissertation. University of Exeter.Google Scholar
Roothooft, H. (2022). Spanish Lecturers’ Beliefs about English Medium Instruction: STEM Versus Humanities. International Journal of Bilingual Education and Bilingualism, 25(2), 627–40.Google Scholar
Rose, H. (2021). Students’ Language-Related Challenges of Studying through English: What EMI Teachers Can Do. In Lasagabaster, D. & Doiz, A. (Eds.), Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice. New York: Routledge, 145–66.Google Scholar
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge: Cambridge University Press.Google Scholar
Rose, H., & McKinley, J. (2018). Japan’s English-Medium Instruction Initiatives and the Globalization of Higher Education. Higher Education, 75(1), 111–29.Google Scholar
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What Drives Success in English Medium Taught Courses? The Interplay Between Language Proficiency, Academic Skills, and Motivation. Studies in Higher Education, 45(11), 2149–61.Google Scholar
Rubio-Alcalá, F., & Coyle, D. (2021). Developing and Evaluating Quality Bilingual Practices in Higher Education. Bristol: Multilingual Matters.Google Scholar
Rubio-Alcalá, F., & Mallorquín, S. (2020). Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs. In Sánchez-Pérez, M. M. (Ed.), Teacher Training for English-Medium Instruction in Higher Education. Hershey, PA: IGI Global, 41–61Google Scholar
Ruiz De Zarobe, Y., & Lyster, R. (Eds.) (2018). Content and Language Integration in Higher Education: Instructional Practices and Teacher Development. International Journal of Bilingual Education and Bilingualism (Special Issue), 21(5), 523–615.Google Scholar
Ryan, J. (2018). Voices from the Field: Email Interviews with Applied Linguists in Asia. In Barnard, R. & Hasim, Z. (Eds.), English Medium Instruction Programmes: Perspectives from South East Asian Universities. New York: Routledge, 15–28.Google Scholar
Saarinen, T. (2012). Internationalisation of Finnish Higher Education – Is Language an Issue? International Journal of the Sociology of Language, 216, 157–73.Google Scholar
Sahan, K. (2019). Variations of the English-Medium Instruction: Comparing Policy and Practice in Turkish Higher Education. Unpublished doctoral dissertation. University of Oxford.Google Scholar
Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI Pedagogies: At the Interface of Language Use and Interaction. System, 101, 102616.Google Scholar
Sahan, K., Mikoljewska, A., Rose, H., et al. (2021). Global Mapping of English as a Medium of Instruction in Higher Education: 2020 and Beyond. London: British Council.Google Scholar
Sánchez-García, D. (2020). Mapping Lecture Questions and Their Pedagogical Goals in Spanish- and English-Medium Instruction. Journal of Immersion and Content-Based Language Education, 8(1), 28–52.Google Scholar
Sánchez-Pérez, M. M. (2020). Teacher Training for English-Medium Instruction in Higher Education. Hershey, PA: IGI Global.Google Scholar
Sánchez-Pérez, M. M. (2021). Predicting Content Proficiency through Disciplinary-Literacy Variables in English-Medium Writing. System, 97, 102463.Google Scholar
Schmidt-Unterberger, B. (2018). The English-Medium Paradigm: A Conceptual-ization of English-Medium Teaching in Higher Education. International Journal of Bilingual Education and Bilingualism, 21(5), 527–39.Google 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), 331–42.Google Scholar
Shao, L. (2019). Case Studies of English-Medium Instruction in Higher Education: Business Programmes in China, Japan and the Netherlands. Unpublished doctoral dissertation. University of Dublin, Trinity College, Ireland. www.tara.tcd.ie/bitstream/handle/2262/88792/Final-E-Thesis%20upload-with-%20transcripts-final%20submission-Lijie-thesis-.pdf.Google Scholar
Shohamy, E. (2013). A Critical Perspective on the Use of English as a Medium of Instruction at Universities. In Doiz, A., Lasagabaster, D. & Sierra, J. M. (Eds.), English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters, 196–221.Google Scholar
Smit, U. (2010). English as a Lingua Franca in Higher Education: A Longitudinal Study of Classroom Discourse. Berlin: Mouton De Gruyter.Google Scholar
Söderlundh, H. (2013). Applying Transnational Strategies Locally: English as a Medium of Instruction in Swedish Higher Education. Nordic Journal of English Studies, 13(1), 113–32.Google Scholar
Song, M.-M., & Tai, H. H. (2007). Taiwan’s Responses to Globalisation: Internationalisation and Questing for World Class Universities. Asia Pacific Journal of Education, 27(3), 323–40.Google Scholar
Tatzl, D., & Messnarz, B. (2013). Testing Foreign Language Impact on Engineering Students’ Scientific Problem-Solving Performance. European Journal of Engineering Education, 38(6), 620–30.Google Scholar
Tedick, D. J., & Cammarata, L. (2012). Content and Language Integration in K-12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives. Foreign Language Annals, 45(1), 28–53.Google Scholar
Tejada-Sánchez, I., & Molina-Naar, M. (2020). English Medium Instruction and the Internationalisation of Higher Education in Latin America: A Case Study from a Colombian University. Latin American Journal of Content & Language Integrated Learning, 13(2), 339–67.Google Scholar
Tsou, W. (2017). Interactional Skills in Engineering Education. In Tsou, W. & Kao, S.-M. (Eds.), English as a Medium of Instruction in Higher Education: Implementations and Classroom Practices in Taiwan. New York: Springer, 79–93.Google Scholar
Thøgersen, J., & Airey, J. (2011). Lecturing Undergraduate Science in Danish and in English: A Comparison of Speaking Rate and Rhetorical Style. English for Specific Purposes, 30(3), 209–21.Google Scholar
Tuomainen, S. (2018). Supporting Non-Native University Lecturers with English-Medium Instruction. Journal of Applied Research in Higher Education, 10(3), 230–42.CrossRefGoogle Scholar
Valcke, J., & Wilkinson, R. (Eds.) (2017). Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Frankfurt am Main: Peter Lang.Google Scholar
Christa, van der Walt. (2013). Multilingual Higher Education: Beyond English Medium Orientations. Bristol: Multilingual Matters.Google Scholar
Van Parijs, P. (2011). Linguistic Justice for Europe and for the World. Oxford: Oxford University Press.Google Scholar
Vila, F. X., & Bretxa, V. (Eds.). (2015). Language Policy in Higher Education: The Case of Medium-Sized Languages. Bristol: Multilingual Matters.Google Scholar
Wächter, B., & Maiworm, F. (Eds.). (2014). English-Taught Programmes in European Higher Education: The State of Play in 2014. Bonn: Lemmens.Google Scholar
Weimberg, L., & Symon, M. (2017). Crossing Borders: The Challenges and Benefits of a Collaborative Approach to Course Development Involving Content and Language Specialists in Different Countries. In Valcke, J. & Wilkinson, R. (Eds.), Integrating Content and Language in Higher Education: Perspectives and Professional Practice. Frankfurt am Main: Peter Lang, 135–50.Google 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), 443–62.Google Scholar
Wilkinson, R. (2013). English-Medium Instruction at a Dutch University: Challenges and Pitfalls. In Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.), English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters, 3–24.Google Scholar
Wilkinson, R. (2017). Trends and Issues in English-Medium Instruction in Europe. In Ackerley, K., Guarda, M., & Helm, F. (Eds.), Sharing Perspectives on English-Medium Instruction. Bern: Peter Lang, 35–75.Google Scholar
Wilkinson, R., & Gabriëls, R. (Eds.) (2021). The Englishisation of Higher Education in Europe. Amsterdam: Amsterdam University Press.Google Scholar
Wilkinson, R., & Walsh, M. L. (Eds.) (2015). Integrating Content and Language in Higher Education: From Theory to Practice. Frankfurt am Main: Peter Lang.Google Scholar
Xie, W., & Curle, S. (2019). Success in English Medium Instruction in China: Significant Indicators and Implications. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1703898.Google Scholar
Yang, W. (2015). Content and Language Integrated Learning Next in Asia: Evidence of Learners’ Achievement in CLIL Education from a Taiwan Tertiary Degree Programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–82.Google Scholar
Zhang, L. (2017). Classroom Discourse in Content-Based Instruction in Higher Education: A Focus on Teachers’ Use of Metadiscourse. Unpublished PhD dissertation. University of Hong Kong.CrossRefGoogle Scholar
- 30
- Cited by