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Cited by 142 other publications

Abouzeid, Reema, Cassi Liardét & Victor Khachan
2023. Lebanese EMI instructors’ role identity and teaching practices. Journal of English-Medium Instruction DOI logo
Aguilar, Marta
2017. Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism 20:6  pp. 722 ff. DOI logo
Aguilar-Pérez, Marta
2021. EMI Lecturers’ and Students’ Perceptions: Can EMI Contribute to Enhancing Intercultural Competence?. In Teaching Language and Content in Multicultural and Multilingual Classrooms,  pp. 65 ff. DOI logo
Airey, John
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  pp. 340 ff. DOI logo
Airey, John & Johanna Larsson
2018. Developing Students’ Disciplinary Literacy? The Case of University Physics. In Global Developments in Literacy Research for Science Education,  pp. 357 ff. DOI logo
Airey, John & Cedric Linder
2017. Social Semiotics in University Physics Education. In Multiple Representations in Physics Education [Models and Modeling in Science Education, 10],  pp. 95 ff. DOI logo
Airey, John, Josefine Grundström Lindqvist & Rebecca Lippmann Kung
2019. What Does It Mean to Understand a Physics Equation? A Study of Undergraduate Answers in Three Countries. In Bridging Research and Practice in Science Education [Contributions from Science Education Research, 6],  pp. 225 ff. DOI logo
Alhassan, Awad
2021. Challenges and Professional Development Needs of EMI Lecturers in Omani Higher Education. SAGE Open 11:4  pp. 215824402110615 ff. DOI logo
Ament, Jennifer, Júlia Barón Páres & Carmen Pérez-Vidal
2020. A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners. Journal of Pragmatics 156  pp. 41 ff. DOI logo
Andujar, Alberto
2020. Fostering English-Medium Instruction (EMI) Through Flipped Learning. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],  pp. 340 ff. DOI logo
Archila, Pablo Antonio & Anne-Marie Truscott de Mejía
2020. Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism 23:2  pp. 132 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
Baker, Will & Julia Hüttner
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  pp. 501 ff. DOI logo
Barrios, Elvira & Aurora López-Gutiérrez
2023. Language learning in a partially English-taught teacher education programme: language gains and student perceptions. International Journal of Multilingualism 20:2  pp. 504 ff. DOI logo
Ben Hammou, Salah & Abdelaziz Kesbi
2023. The Teaching of Science Subjects through Foreign Languages in Moroccan Secondary Schools: Science Teachers’ Perceptions and Experiences. RELC Journal 54:3  pp. 757 ff. DOI logo
Bernini, Giuliano
2015. For a language policy in the internationalized university. The Journal of Technology Transfer 40:3  pp. 380 ff. DOI logo
Bianchá Ramírez, Héctor Fabio, Shamir Shah, Jhonny Segura Antury & Silvia Juliana Castro López
2023. Disciplinary boundary crossings in collaborative CLIL in higher education. Journal of Immersion and Content-Based Language Education 11:1  pp. 90 ff. DOI logo
Block, David
2021. Emergent STEM lecturer identities: The shaping effects of EMI in action in an internationalised and Englishised HE context. Language Teaching 54:3  pp. 388 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
Bowles, Hugo & Amanda C. Murphy
2020. EMI and the Internationalization of Universities: An Overview. In English-Medium Instruction and the Internationalization of Universities [International and Development Education, ],  pp. 1 ff. DOI logo
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  pp. 707 ff. DOI logo
Bradlaw, Constanze, Britta Hufeisen & Stefanie Nölle-Becker
2024. The Concept of Functional Multilingualism in the Context of Internationalisation at German Universities. In Modern Approaches to Researching Multilingualism [Second Language Learning and Teaching, ],  pp. 61 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
Byungmin Lee, Choi, Jungeun & Cho, Heeyoun
2018. English needs at the undergraduate programs of a comprehensive university: Focusing on English-medium instruction and the usage of English textbooks. English Language Teaching 30:4  pp. 227 ff. DOI logo
Bälter, Olle, Viggo Kann, Chantal Mutimukwe & Hans Malmström
2023. English-medium instruction and impact on academic performance: a randomized control study. Applied Linguistics Review 0:0 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
Chang, Sin-Yi
2023. English medium instruction for whom and for what? Rethinking the language-content relationship in higher education. Language, Culture and Curriculum 36:2  pp. 161 ff. DOI logo
Curdt-Christiansen, Xiao Lan, Bin Gao & Baoqi Sun
2023. How to kill two birds with one stone: EMI teachers’ needs in higher education in China. Applied Linguistics Review 14:6  pp. 1513 ff. DOI logo
Curle, Samantha, Dogan Yuksel, Adem Soruç & Mehmet Altay
2020. Predictors of English Medium Instruction academic success: English proficiency versus first language medium. System 95  pp. 102378 ff. DOI logo
Curle, Samantha, Doğan Yuksel, Ikuya Aizawa, Gene Thompson & Mahboubeh Rakhshandehroo
2024. Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency. International Journal of Educational Research 123  pp. 102288 ff. DOI logo
Dafouz, Emma
2024. Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: the case of UNA Europa. Journal of Multilingual and Multicultural Development 45:4  pp. 759 ff. DOI logo
De Costa, Peter I., Curtis Green-Eneix & Wendy Li
2021. Problematizing language policy and practice in EMI and transnational higher education. Australian Review of Applied Linguistics 44:2  pp. 115 ff. DOI logo
Deignan, Tim & Tom Morton
2022. The challenges of English medium instruction for subject lecturers: a shared viewpoint. ELT Journal 76:2  pp. 208 ff. DOI logo
Di Sabato, Bruna, Brownen Hughes & Ernesto Macaro
2024. Collaborative Professional Development in English Medium Instruction . EL.LE :1 DOI logo
Dinh Thanh, Ngo & Jenny Barnett
2022. Content and Language Integrated Learning (CLIL) Perspectives in a Vietnamese Undergraduate Electrical Engineering Course. In English Medium Instruction Practices in Vietnamese Universities [Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 68],  pp. 107 ff. DOI logo
Dippold, Doris, Marion Heron & Karen Gravett
2022. International students’ linguistic transitions into disciplinary studies: a rhizomatic perspective. Higher Education 83:3  pp. 527 ff. 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
Doiz, Aintzane & David Lasagabaster
2021. Analysing EMI Teachers’ and Students’ Talk about Language and Language Use. In Language Use in English-Medium Instruction at University,  pp. 34 ff. DOI logo
Farrell, Thomas S. C.
2020. Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism 23:3  pp. 277 ff. DOI logo
Feser, Markus Sebastian & Dietmar Höttecke
2021. Exploring the Role of Language in Physics Teachers’ Everyday Assessment Practice. Journal of Science Teacher Education 32:6  pp. 686 ff. DOI logo
Fürstenberg, Ulla, Tom Morton, Petra Kletzenbauer & Margit Reitbauer
2022. “I Wouldn’t Say There Is Anything Language Specific”: The Disconnect between Tertiary CLIL Teachers’ Understanding of the General Communicative and Pedagogical Functions of Language. Latin American Journal of Content & Language Integrated Learning 14:2  pp. 293 ff. DOI logo
Gajo, Laurent, Gabriela Steffen & Patchareerat Yanaprasart
2021. Between internationalising science and multilingualising knowledge. European Journal of Language Policy 13:1  pp. 75 ff. DOI logo
Galloway, Nicola, Kari Sahan & Jim McKinley
Gotti, Maurizio
2020. Recent developments concerning the use of English for teaching and research purposes. Language Learning in Higher Education 10:2  pp. 287 ff. DOI logo
Granel, Nina, Juan Manuel Leyva-Moral, Maria Dolors Bernabeu-Tamayo, Rebeca Gómez-Ibáñez, Carolina Eva Watson & Mariela Patricia Aguayo-González
2019. Student satisfaction with content and language integrated learning in nursing education: A cross-sectional study. Nurse Education in Practice 38  pp. 21 ff. DOI logo
Gronchi, Michela
2023. Language assessment in EMI: unravelling the implicit-explicit dichotomy. Educational Linguistics 0:0 DOI logo
Gu, Mingyue Michelle, Chi-Kin John Lee & Tan Jin
2023. A translanguaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programme. Applied Linguistics Review 14:6  pp. 1589 ff. DOI logo
Guinda, Carmen Sancho & Ruth Breeze
2017. Introduction: Making Essential Competencies Visible in Higher Education. In Essential Competencies for English-medium University Teaching [Educational Linguistics, 27],  pp. 1 ff. DOI logo
Hadingham, Oliver
2023. Taking stock of English medium instruction (EMI) outcomes in the Asian context: is EMI leading to content and language gains?. Asian Englishes  pp. 1 ff. DOI logo
Hernandez-Nanclares, Nuria & Antonio Jimenez-Munoz
2016. ICT in EMI programmes at tertiary level in Spain: a holistic model. In New perspectives on teaching and working with languages in the digital era,  pp. 259 ff. DOI logo
Hillman, Sara
2021. Linguistically Responsive Instruction in International Branch Campuses: Beliefs and Practices of Liberal Arts and STEM Instructors. TESOL Quarterly 55:4  pp. 1162 ff. DOI logo
HOLİ ALİ, Holi Ibrahim
2020. Internal stakeholders’ voices for overcoming the challenges presented by studying engineering through the medium of English in Oman. Dil ve Dilbilimi Çalışmaları Dergisi 16:4  pp. 2113 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
Huang, Yi-Ping
2019. English-medium instruction in law and the humanities in higher education: the role of teacher identity. Higher Education Research & Development 38:6  pp. 1183 ff. DOI logo
Hultgren, Anna Kristina, Nathaniel Owen, Prithvi Shrestha, Maria Kuteeva & Špela Mežek
2022. Assessment and English as a medium of instruction. Journal of English-Medium Instruction 1:1  pp. 105 ff. DOI logo
Ishino, Mika
2022. Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms. Linguistics and Education 71  pp. 101074 ff. DOI logo
İnci Kavak, Vildan & Yasemin Kırkgöz
2023. English-Medium Instruction. In Language Education Programs [Language Policy, 34],  pp. 173 ff. DOI logo
İNCİ KAVAK, Vildan & Yasemin KIRKGÖZ
2022. Bringing lecturing back to life: An interactive perspective into university literature classes. The Literacy Trek 8:1  pp. 1 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
Jacobs, George M., Willy A. Renandya & Michael Power
2016. Focus on Meaning. In Simple, Powerful Strategies for Student Centered Learning [SpringerBriefs in Education, ],  pp. 29 ff. DOI logo
Jalkanen, Juha & Tarja Nikula
2020. Redesigning the Curriculum to Develop Multilingual Academic Literacies: An Analysis of Language Conceptualizations. In Language Perceptions and Practices in Multilingual Universities,  pp. 113 ff. DOI logo
Jinghui, Si
2023. Lost in the EMI Trend: Language-Related Issues Emerging From EMI Practice. SAGE Open 13:3 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
Karakaş, Ali & Jennifer Jenkins
2022. Academic English Language Policies and Practices of English-Medium Instruction Universities in Turkey from Policy Actors’ Eyes. In English as the Medium of Instruction in Turkish Higher Education [Multilingual Education, 40],  pp. 3 ff. DOI logo
Krabbe, Heiko, Karsten Rincke & Robert Aleksov
2021. Language in Physics Instruction. In Physics Education [Challenges in Physics Education, ],  pp. 361 ff. DOI logo
Krakovich, Victor, Dennis Coates & Elena Shakina
2023. Research‐teaching nexus: The new answer to the old question. Higher Education Quarterly 77:4  pp. 831 ff. DOI logo
Larsson, Johanna, John Airey & Eva Lundqvist
2021. Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments. Journal of Science Teacher Education 32:8  pp. 934 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
Lei, Zhongcheng, Hong Zhou, Wenshan Hu & Guo-Ping Liu
2022. Toward an international platform: A web-based multi-language system for remote and virtual laboratories using react framework. Heliyon 8:10  pp. e10780 ff. DOI logo
Linder, Anne, John Airey, Nokhanyo Mayaba & Paul Webb
2014. Fostering Disciplinary Literacy? South African Physics Lecturers' Educational Responses to their Students' Lack of Representational Competence. African Journal of Research in Mathematics, Science and Technology Education 18:3  pp. 242 ff. DOI logo
Lo, Yuen Yi
2019. Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?. International Journal of Bilingual Education and Bilingualism 22:7  pp. 818 ff. DOI logo
Luu, Thi Quynh Huong, Helena Hing Wa Sit & Shen Chen
2023. Research Findings of Quantitative Investigation. In Cultural Interactions of English-Medium Instruction at Vietnamese Universities,  pp. 71 ff. DOI logo
Lyster, Roy
2017. Content-Based Language Teaching. In The Routledge Handbook of Instructed Second Language Acquisition,  pp. 87 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 & Ikuya Aizawa
2022. Who owns English medium instruction?. Journal of Multilingual and Multicultural Development  pp. 1 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
Martín del Pozo, Mª Ángeles
2013. Formación del profesorado universitario para la docencia en inglés. REDU. Revista de Docencia Universitaria 11:3  pp. 197 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
Nguyen, Huong Thu
2018. English-Medium-Instruction Management: The Missing Piece in the Internationalisation Puzzle of Vietnamese Higher Education. In Internationalisation in Vietnamese Higher Education [Higher Education Dynamics, 51],  pp. 119 ff. DOI logo
Nguyen, Huong Thu, M. Obaidul Hamid & Karen Moni
2016. English-medium instruction and self-governance in higher education: the journey of a Vietnamese university through the institutional autonomy regime. Higher Education 72:5  pp. 669 ff. DOI logo
Nguyen, Huong Thu, Ian Walkinshaw & Hiep Hoa Pham
2017. EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues. In English Medium Instruction in Higher Education in Asia-Pacific [Multilingual Education, 21],  pp. 37 ff. DOI logo
Orduna-Nocito, Elena & Davinia Sánchez-García
2022. Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities. System 104  pp. 102692 ff. DOI logo
Ou, Amy Wanyu, Francis M. Hult & Michelle Mingyue Gu
2022. Language policy and planning for English-medium instruction in higher education. Journal of English-Medium Instruction 1:1  pp. 7 ff. DOI logo
Park, Seonmin, Sung-Yeon Kim, Hikyoung Lee & Eun Gyong Kim
2022. Professional development for English-medium instruction professors at Korean universities. System 109  pp. 102862 ff. DOI logo
Pham, Min
2022. Road-Mapping English-Medium Instruction in Vietnamese Universities: The Divergence of Agency. In English Medium Instruction Practices in Vietnamese Universities [Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 68],  pp. 15 ff. DOI logo
Pham, Min
2022. Lecturers’ Perspectives on the Use of L1 in Vietnamese Undergraduate English-Medium Courses: An Uneasy Acquiescence. In English Medium Instruction Practices in Vietnamese Universities [Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 68],  pp. 123 ff. DOI logo
Pham, Min, Viet-Nga Nguyen, Hoa Hoang, Thi-Thien-Huong Nguyen, Duc-Hanh Le & Jenny Barnett
2023. Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers. Research in Comparative and International Education 18:2  pp. 292 ff. DOI logo
Prabjandee, Denchai & Pornsiri Nilpirom
2022. Pedagogy in English-Medium Instruction (EMI): Some Recommendations for EMI Teachers. rEFLections 29:2  pp. 421 ff. DOI logo
Pérez Murillo, María Dolores
2019. The Internationalization of Spanish Higher Education: An Interdisciplinary Approach to Initial Teacher Education for CLIL. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 339 ff. DOI logo
Querol Julián, Mercedes & Javier Díez Ramírez
2021. The development soft skills and communication in English in engineering students. DIGILEC: Revista Internacional de Lenguas y Culturas 8  pp. 115 ff. DOI logo
Quílez, Juan
2019. A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2  pp. 121 ff. DOI logo
Quílez, Juan
2021. Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives. International Journal of Science Education 43:9  pp. 1459 ff. DOI logo
Rabe, Frank
2016. Sprachliche und fachliche Anforderungen an Wissenschaftler aus verschiedenen Disziplinen. In Wissenschaftliches Schreiben in Natur- und Technikwissenschaften,  pp. 55 ff. DOI logo
Rahman, Mohammad Mosiur, Liza Reshmin, Evita Amin & Abdul Karim
2022. The Influence of Apprenticeship of Observation on Business Teacher’s Beliefs and Attitudes Towards English-Medium Instruction: A Case Study. Pertanika Journal of Social Sciences and Humanities 30:1  pp. 171 ff. DOI logo
Reynolds, Alexandra
2019. Constructing Lecturers’ Language Identities through EMI Training. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. 38 N°2 DOI logo
Richards, Jack C & Jack Pun
2023. A Typology of English-Medium Instruction. RELC Journal 54:1  pp. 216 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
2021. Students’ Language-Related Challenges of Studying through English. In Language Use in English-Medium Instruction at University,  pp. 145 ff. DOI logo
Roussel, Stéphanie
2019. Apprendre un contenu disciplinaire en langue étrangère : enjeux politiques, théoriques et pratiques pour l'internationalisation des formations dans l'enseignement supérieur. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. 38 N°2 DOI logo
Roussel, Stéphanie
2021. 2019 - « Apprendre un contenu disciplinaire en langue étrangère : enjeux politiques, théoriques et pratiques pour l'internationalisation des formations dans l'enseignement supérieur ». Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. 40 N°2 DOI logo
Roussel, Stéphanie, Danielle Joulia, André Tricot & John Sweller
2017. Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction 52  pp. 69 ff. DOI logo
Roussel, Stéphanie & André Tricot
2017. Emile/CLIL, EMI vs TCC : des espaces de recherche si proches et si lointains. Alsic :Vol. 20, n° 3 DOI logo
Roussel, Stéphanie, André Tricot & John Sweller
2022. The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach. British Journal of Educational Psychology 92:2  pp. 627 ff. DOI logo
Rui, Xiaochen, Xiaochu Li, Yuxia Li & Yuen Yi Lo
2024. Examining the effects of teacher collaboration on student learning in a CLIL classroom. International Journal of Bilingual Education and Bilingualism 27:1  pp. 66 ff. DOI logo
Ruiz de Zarobe, Yolanda & Roy Lyster
2018. Content and language integration in higher education: instructional practices and teacher development. International Journal of Bilingual Education and Bilingualism 21:5  pp. 523 ff. DOI logo
Saarinen, Taina & Peppi Taalas
2017. Nordic language policies for higher education and their multi-layered motivations. Higher Education 73:4  pp. 597 ff. DOI logo
Sahan, Kari
2021. Implementing English-medium instruction. Australian Review of Applied Linguistics 44:2  pp. 129 ff. DOI logo
Sahan, Kari, Heath Rose & Ernesto Macaro
2021. Models of EMI pedagogies: At the interface of language use and interaction. System 101  pp. 102616 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
Salaberri-Ramiro, Maria Sagrario & María del Mar Sánchez-Pérez
2022. Students’ Perceptions of the Use of English in Higher-Education Bilingual Programs. Latin American Journal of Content & Language Integrated Learning  pp. 263 ff. DOI logo
Schmidt-Unterberger, Barbara
2018. The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism 21:5  pp. 527 ff. DOI logo
Selvi, Ali Fuad, Bedrettin Yazan & Ahmar Mahboob
2024. Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions. Language Teaching 57:1  pp. 1 ff. DOI logo
Shao, Lijie & Heath Rose
2022. Teachers’ experiences of English-medium instruction in higher education: a cross case investigation of China, Japan and the Netherlands. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Shea, Kate, Truong Vu & Geoff Sokol
2024. Instructor positioning as participants in a transnational EMI program. Journal of English-Medium Instruction 3:1  pp. 30 ff. DOI logo
Shibata, Miki
2023. Positional identities negotiated within a collective identity. Journal of English-Medium Instruction 2:2  pp. 109 ff. DOI logo
Sohn, Bong-gi, Pedro dos Santos & Angel M. Y. Lin
2022. Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings. RELC Journal 53:2  pp. 355 ff. DOI logo
Soruç, Adem, Mirosław Pawlak, Dogan Yuksel & Barış Horzum
2022. Investigating the impact of linguistic and non-linguistic factors on EMI academic success. System 107  pp. 102794 ff. DOI logo
Sánchez-García, Davinia
2020. Internationalization Through Language and Literacy in the Spanish- and English-Medium Education Context. In Integrating Content and Language in Multilingual Universities [Educational Linguistics, 44],  pp. 131 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
Tai, Kevin W. H. & Yiran Vicky Zhao
2024. Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies. Applied Linguistics Review 15:2  pp. 611 ff. DOI logo
Tatzl, Dietmar
2019. Building a Model Engine for Language Learning with Tertiary Engineering Students. In Challenging Boundaries in Language Education [Second Language Learning and Teaching, ],  pp. 121 ff. DOI logo
Taylor, Shelley K.
2021. TESOL’s Way Forward to Policy Development and Multilingualism in EMI. In Policy Development in TESOL and Multilingualism,  pp. 177 ff. DOI logo
Ter-Vardanyan, Zhenya
2021. The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIs). In Teaching Language and Content in Multicultural and Multilingual Classrooms,  pp. 157 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
Tran, Ly Thi & Huong Thu Nguyen
2018. Internationalisation of Higher Education in Vietnam Through English Medium Instruction (EMI): Practices, Tensions and Implications for Local Language Policies. In Multilingual Education Yearbook 2018 [Multilingual Education Yearbook, ],  pp. 91 ff. DOI logo
Valcke, Jennifer
2020. Beyond English-Medium Education: From Internationalization to Sustainable Education. In English-Medium Instruction and the Internationalization of Universities [International and Development Education, ],  pp. 259 ff. DOI logo
Vargas Villamizar, Ó H
2021. Teaching of physics applied to engineering higher education by using English language: a literature review. Journal of Physics: Conference Series 2118:1  pp. 012020 ff. DOI logo
Villegas Molina, Ismael, Adrian Salguero, Shera Zhong & Adalbert Gerald Soosai Raj
2023. Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1,  pp. 75 ff. DOI logo
Volchenkova, K.N., A.A. Nenakhova & E.Yu. Egorova
2022. “IT DOESN’T SCARE ME NOW!”: CHANGES IN TEACHER IDENTITY AFTER EMI TRAINING. Bulletin of the South Ural State University series "Education. Educational Sciences" 14:2  pp. 108 ff. DOI logo
Woźniak, Monika
2022. Cultural literacy and sustainable development through English: a look from CLIL in pharmacy. Language Learning in Higher Education 12:2  pp. 587 ff. DOI logo
Woźniak, Monika & Fiona Crean
2021. “How Do I Find the Limit?”: Risk Management in EMI and CLIL at University. In Teaching Language and Content in Multicultural and Multilingual Classrooms,  pp. 31 ff. DOI logo
Yanaprasart, Patchareerat
2020. Language of knowledge and knowledge of language. Towards plurilingual sciences?. European Journal of Higher Education 10:3  pp. 257 ff. DOI logo
Zare-ee, Abbas & Yahya Hejazi
2017. University Teacherss Views on English as the Medium of Instruction in an Iranian Higher Education Institution. SSRN Electronic Journal DOI logo
Zhang, Xiao & Christiane Lütge
2022. Local teachers’ English-German codeswitching in English-medium instruction (EMI): voices from international students at a German university. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Zhu, Danya & Ping Wang
2024. A bibliometric analysis of research trends in multilingualism in English medium instruction: towards translanguaging turn. International Journal of Multilingualism  pp. 1 ff. DOI logo
[no author supplied]
2016. Return on investment: the future of evidence- based research on ICT-enhanced business English. In Technology-Enhanced Language Learning for Specialized Domains,  pp. 57 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.