CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted…

Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt…

In this qualitative study, we draw on theory and practice in relation to the concepts of "fixity" and "fluidity" in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas…

Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as 'Lingua franca'. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national…

In recent decades, English taught programmes have rapidly increased in number throughout Europe and East Asia as universities aim to internationalise their curriculum, which has given rise to an increase in English-medium instruction (EMI). This study aims to compare the teaching experiences at three EMI programmes in The Netherlands, China, and…

English Medium Instruction (EMI) research has mushroomed in response to the rapid increase in EMI courses in higher education (HE) worldwide. Despite concerns about the need for EMI teacher professional development (PD) there are few studies on PD in EMI. We present a study of EMI teacher PD which adopted a model of equal status collaborative…

While much research has focused on how Western schools contain or silence the increasing multilingualism of their pupils, this paper investigates how a Dutch-medium school in Brussels has decided to take a different approach by branding itself as multilingual. Based on sociolinguistic-ethnographic fieldwork, it will show that teachers invested in…

This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use; (2) factors influencing L1 and second language…

Glocalization is the local adaptation of global trends, and though it has been extensively studied in other fields, there has been a lower emphasis on it in pedagogy. Glocalization is especially relevant in education given that pedagogical approaches to language learning such as Content and Language Integrated Learning (CLIL) and English as a…

In the early twenty-first century Content and Language Integrated Learning (CLIL) emerged as a distinctively European pedagogy for raising additional language competence. Although CLIL scholarship has been abundant and has taken many different directions, there is a dearth of ethnographic research to shed light on the situated ambivalences of CLIL…

In view of the rapid growth of English-medium instruction (EMI) in higher education institutions (HEIs), we observe the need to account for the educational and linguistic consequences of HEIs' decision to 'Englishise' their curricula. Especially, EMI in Asian countries (e.g. China) are fuelled by state-level initiatives to internationalise the…

Early childhood professionals can act as catalysts in encouraging home language maintenance in multilingual families. However, there is a dearth of research on whether these professionals advise parents to speak their home language(s) to their offspring, and furthermore, little is known about what prompts professionals to proffer language advice.…

Amidst the recent positive psychology trend, teacher resilience has captured increasing scholarly attention, while burnout remains a significant, negative construct in teachers' emotional spectrum. Research on burnout and resilience among teachers teaching English as a foreign language (EFL) is especially scant. In this study, we explored the…

Foreign language teachers' recognition of their identity is essential to their professional development. Drawing on bicultural theories, this study investigated two American teachers who recounted their experiences of teaching English as a Foreign Language (EFL) at a university in China. This study leverages the Two-directional Extension Model as…

Language teacher immunity, as a new notion in language teacher psychology, is a strong indicator of how teachers behave when dealing with difficulties and challenges; and it has a profound effect on teachers' careers. Research on language teacher immunity is in its nascent stage. This study employed an explanatory sequential mixed-methods design…