Article published In:
Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European UniversitiesEdited by Ute Smit and Emma Dafouz
[AILA Review 25] 2012
► pp. 30–47
Edited by Ute Smit and Emma Dafouz
[AILA Review 25] 2012
► pp. 30–47
Focus on form in ICLHE lectures in Italy
Evidence from English-medium science lectures by native speakers of Italian
Cited by (66)
Cited by 66 other publications
Di Sabato, Bruna, Brownen Hughes & Ernesto Macaro
2024. Collaborative Professional Development in English Medium Instruction
. EL.LE :1 
Gu, Mingyue Michelle, Zhen Jennie Li & Lianjiang Jiang
2024. Navigating the instructional settings of EMI: a spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development 45:2 ► pp. 564 ff.
Huang, Ju Chuan
2024. Language-related episodes in EMI: Types and the effects on students’ vocabulary development. Language and Education 38:3 ► pp. 364 ff.
Mocanu, Vasilica & Alexandra Vraciu
2024. Lecturer identity as a nexus between EMI planning and practice: a case study at the University of Lleida (Spain). Current Issues in Language Planning ► pp. 1 ff.
Serna-Bermejo, Iratxe & David Lasagabaster
2024. Translanguaging in Basque and English: practices and attitudes of university teachers and students. International Journal of Multilingualism 21:2 ► pp. 763 ff.
Zhang, Shanshan & Jinfen Xu
2024. Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective. TESOL Quarterly
Carrapiso, Ana Isabel, Elena González, María Jesús Petrón, Francisco Pérez-Nevado & Paula Gaspar
2023. Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction. Education Sciences 13:2 ► pp. 121 ff.
İnci Kavak, Vildan & Yasemin Kırkgöz
2023. English-Medium Instruction. In Language Education Programs [Language Policy, 34], ► pp. 173 ff.
Kırkgöz, Yasemin, Vildan İnci-Kavak, Ali Karakaş & Sonia Moran Panero
2023. Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines. System 113 ► pp. 102982 ff.
Ma, Angela Kit Fong
2023. Using Technology for English-Medium Instruction: The Use of Livestreaming in the Marketing Classroom. In Multilingual Education Yearbook 2023 [Multilingual Education Yearbook, ], ► pp. 23 ff.
Macaro, Ernesto & Lili Tian
2023. Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development 44:10 ► pp. 1076 ff.
Rose, Heath, Ernesto Macaro, Kari Sahan, Ikuya Aizawa, Sihan Zhou & Minhui Wei
2023. Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching 56:4 ► pp. 539 ff.
Tri, Dang & Christo Moskovsky
2023. Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice. Asian Englishes 25:3 ► pp. 326 ff.
Yan, Edith M. Y.
2023. Using Online Peer Assessment Activities to Foster Student-Centred Learning in Two Undergraduate EMI Courses. In Multilingual Education Yearbook 2023 [Multilingual Education Yearbook, ], ► pp. 95 ff.
Zuaro, Beatrice
2023. Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures. English for Specific Purposes 70 ► pp. 267 ff.
Block, David & Balbina Moncada-Comas
2022. English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 401 ff.
Gao, Xuesong
2022. Language Education and Teacher Awareness. In International Handbook on Education Development in Asia-Pacific, ► pp. 1 ff.
Gao, Xuesong
2023. Language Education and Teacher Awareness. In International Handbook on Education Development in the Asia-Pacific, ► pp. 715 ff.
Hong, Jiye
2022. A study of language-related episodes in online English-medium instruction classes in high schools in South Korea. English for Specific Purposes 67 ► pp. 65 ff.
Hong, Jiye
2023. Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings. Studies in Second Language Learning and Teaching 13:2 ► pp. 451 ff.
Jabali, Oqab & Georgian Badicu
2022. Language of Medical Instruction in Palestine: A Mixed Method Approach of Students’ Perceptions. BioMed Research International 2022:1
Roothooft, Hanne
2022. Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 627 ff.
Roquet, Helena, Alexandra Vraciu, Florentina Nicolás-Conesa & Carmen Pérez-Vidal
2022. Adjunct instruction in higher education: examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism 25:4 ► pp. 1377 ff.
Sahan, Kari & Özgür Şahan
2022. Content and Language in EMI Assessment Practices: Challenges and Beliefs at an Engineering Faculty in Turkey. In English as the Medium of Instruction in Turkish Higher Education [Multilingual Education, 40], ► pp. 155 ff.
Smit, Ute & Thomas Finker
2022. Topicalizing language in CLIL teaching at technical colleges: A micro-level analysis of language-related episodes (LREs). English for Specific Purposes 68 ► pp. 102 ff.
Thompson, Gene, Ikuya Aizawa, Samantha Curle & Heath Rose
2022. Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism 25:1 ► pp. 196 ff.
Villabona, Nerea & Jasone Cenoz
2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1 ► pp. 36 ff.
Vraciu, Alexandra & Hortènsia Curell
2022. Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training. Innovation in Language Learning and Teaching 16:4-5 ► pp. 337 ff.
Zhang, Mengjia & Elisabet Pladevall-Ballester
2022. Students’ attitudes and perceptions towards three EMI courses in mainland China. Language, Culture and Curriculum 35:2 ► pp. 200 ff.
Abouzeid, Reema
2021. Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency. English for Specific Purposes 63 ► pp. 45 ff.
Arias de la Cruz, Andres
2021. EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University. Latin American Journal of Content & Language Integrated Learning 13:2 ► pp. 215 ff.
Breeze, Ruth & Hanne Roothooft
2021. Using the L1 in university-level EMI: attitudes among lecturers in Spain. Language Awareness 30:2 ► pp. 195 ff.
Hu, Jingjing & Xuesong (Andy) Gao
2021. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 30:1 ► pp. 42 ff.
Marcos Miguel, Nausica
2021. Vocabulary instruction in an L2 culture course: the intersection of classroom discourse, materials, and instructor’s choices in lexical focus-on-form episodes. Classroom Discourse 12:1-2 ► pp. 35 ff.
Mira, Sara, Fernando San José Martínez, Chiquinquira Hontoria, Alberto Sanz-Cobena, Leonor Rodríguez Sinobas & Georgina Cuadrado
2021. Attitudes of academics and students towards English-medium instruction in Engineering Studies. European Journal of Engineering Education 46:6 ► pp. 1043 ff.
Moncada-Comas, Balbina & David Block
2021. CLIL-ised EMI in practice: issues arising. The Language Learning Journal 49:6 ► pp. 686 ff.
Sahan, Kari
2021. Implementing English-medium instruction. Australian Review of Applied Linguistics 44:2 ► pp. 129 ff.
Sánchez-Pérez, María del Mar
2021. Predicting content proficiency through disciplinary-literacy variables in English-medium writing. System 97 ► pp. 102463 ff.
Doiz, Aintzane & David Lasagabaster
2020. Dealing with language issues in English-medium instruction at university: a comprehensive approach. International Journal of Bilingual Education and Bilingualism 23:3 ► pp. 257 ff.
Lasagabaster, David & Aintzane Doiz
2020. Epilogue: Multilingualism in Northern European Universities—Reflections from the South. In Language Perceptions and Practices in Multilingual Universities, ► pp. 379 ff.
Macaro, Ernesto
2020. Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism 23:3 ► pp. 263 ff.
Macaro, Ernesto
2022. English Medium Instruction: What do we know so far and what do we still need to find out?. Language Teaching 55:4 ► pp. 533 ff.
Mancho-Barés, Guzman & Marta Aguilar-Pérez
2020. EMI lecturers’ practices in correcting English. Journal of Immersion and Content-Based Language Education 8:2 ► pp. 257 ff.
Méndez-García, María del Carmen & Gloria Luque Agulló
2020. Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 205 ff.
An, Jiangshan, Ernesto Macaro & 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 ► pp. 166 ff.
An, Jiangshan, Ernesto Macaro & Ann Childs
2021. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 17 ff.
Anderson, Robin
2019. L2 Identity and Motivational Considerations in a Global Context. Journal of Intercultural Management 11:2 ► pp. 135 ff.
Goodman, Bridget A.
2019. Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university. Linguistics and Education 53 ► pp. 100757 ff.
Jiang, Li, Lawrence Jun Zhang & Stephen May
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 ► pp. 107 ff.
Macaro, Ernesto, Anna Kristina Hultgren, Andy Kirkpatrick & David Lasagabaster
2019. English medium instruction: Global views and countries in focus. Language Teaching 52:02 ► pp. 231 ff.
Pellicer-Sánchez, Ana
2019. Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012). Language Teaching 52:4 ► pp. 512 ff.
Rose, Heath & Nicola Galloway
2019. Global Englishes for Language Teaching,
Lasagabaster, David
2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3 ► pp. 400 ff.
Lasagabaster, David
2022. English-Medium Instruction in Higher Education,
Macaro, Ernesto, Samantha Curle, Jack Pun, Jiangshan An & Julie Dearden
2018. A systematic review of English medium instruction in higher education. Language Teaching 51:1 ► pp. 36 ff.
McLaughlin, Emma & Jean Parkinson
2018. ‘We learn as we go’: How acquisition of a technical vocabulary is supported during vocational training. English for Specific Purposes 50 ► pp. 14 ff.
Breeze, Ruth & Emma Dafouz
2017. Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings. System 70 ► pp. 81 ff.
Guarda, Marta & Francesca Helm
2017. ‘I have discovered new teaching pathways’: the link between language shift and teaching practice. International Journal of Bilingual Education and Bilingualism 20:7 ► pp. 897 ff.
Dalziel, Fiona Clare, Caroline Clark, Katherine Ackerley & Marta Guarda
2016. Providing Lecturer Support for English-Medium Instruction: an Experience at Padova University's Language Centre. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING :2 ► pp. 65 ff.
Karakas, Ali
2016. Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes 18:3 ► pp. 242 ff.
Karakaş, Ali
2023. Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations. Linguistics and Education 77 ► pp. 101221 ff.
Arias de la Cruz, Andrés & Jesús Izquierdo
2015. Language attention in content-based instruction. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 194 ff.
Gallardo del Puerto, Francisco & María Martínez Adrián
2015. The use of oral presentations in Higher Education: CLIL vs. English as a foreign language. Pulso. Revista de educación :38 ► pp. 73 ff.
Helm, Francesca & Marta Guarda
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
Morton, Tom
2015. Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43:3 ► pp. 256 ff.
Hu, Guangwei, Linna Li & Jun Lei
2014. English-medium instruction at a Chinese University: rhetoric and reality. Language Policy 13:1 ► pp. 21 ff.
This list is based on CrossRef data as of 11 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.