Cited by

Cited by 65 other publications

Abouzeid, Reema
2021. Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency. English for Specific Purposes 63  pp. 45 ff. DOI logo
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. DOI logo
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. DOI logo
Anderson, Robin
2019. L2 Identity and Motivational Considerations in a Global Context. Journal of Intercultural Management 11:2  pp. 135 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Breeze, Ruth & Hanne Roothooft
2021. Using the L1 in university-level EMI: attitudes among lecturers in Spain. Language Awareness 30:2  pp. 195 ff. DOI logo
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. DOI logo
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. DOI logo
Di Sabato, Bruna, Brownen Hughes & Ernesto Macaro
2024. Collaborative Professional Development in English Medium Instruction . EL.LE :1 DOI logo
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. DOI logo
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. DOI logo
Gao, Xuesong
2022. Language Education and Teacher Awareness. In International Handbook on Education Development in Asia-Pacific,  pp. 1 ff. DOI logo
Gao, Xuesong
2023. Language Education and Teacher Awareness. In International Handbook on Education Development in the Asia-Pacific,  pp. 715 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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 DOI logo
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. DOI logo
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. DOI logo
Hu, Guangwei, Linna Li & Jun Lei
2014. English-medium instruction at a Chinese University: rhetoric and reality. Language Policy 13:1  pp. 21 ff. DOI logo
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. DOI logo
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. DOI logo
İnci Kavak, Vildan & Yasemin Kırkgöz
2023. English-Medium Instruction. In Language Education Programs [Language Policy, 34],  pp. 173 ff. DOI logo
Jabali, Oqab & Georgian Badicu
2022. Language of Medical Instruction in Palestine: A Mixed Method Approach of Students’ Perceptions. BioMed Research International 2022  pp. 1 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Lasagabaster, David
2022. English-Medium Instruction in Higher Education, DOI logo
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. DOI logo
Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee
2018. A micro process-product study of a CLIL lesson l. Instructed Second Language Acquisition 2:1  pp. 3 ff. DOI logo
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. DOI logo
Macaro, Ernesto
2020. Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism 23:3  pp. 263 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Macaro, Ernesto & Lili Tian
2023. Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development 44:10  pp. 1076 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Moncada-Comas, Balbina & David Block
2021. CLIL-ised EMI in practice: issues arising. The Language Learning Journal 49:6  pp. 686 ff. DOI logo
Morton, Tom
2015. Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43:3  pp. 256 ff. DOI logo
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. DOI logo
Pellicer-Sánchez, Ana
2019. Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012). Language Teaching 52:4  pp. 512 ff. DOI logo
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. DOI logo
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. DOI logo
Rose, Heath & Nicola Galloway
2019. Global Englishes for Language Teaching, DOI logo
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. DOI logo
Sahan, Kari
2021. Implementing English-medium instruction. Australian Review of Applied Linguistics 44:2  pp. 129 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Sánchez-Pérez, María del Mar
2021. Predicting content proficiency through disciplinary-literacy variables in English-medium writing. System 97  pp. 102463 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Zuaro, Beatrice
2023. Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures. English for Specific Purposes 70  pp. 267 ff. DOI logo

This list is based on CrossRef data as of 24 may 2024. 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.