This study examines the effectiveness of Content and Language Integrated Learning (CLIL) implementation in science subjects and reports on the challenges that content teachers encountered during CLIL instruction. In addition, the study attempts to investigate students' perceived knowledge of and satisfaction towards the implementation of CLIL. To…

Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms,…

The steady increase in content courses being taught through the medium of English in non-Anglophone countries has been matched by a rapidly growing output of research and commentary on the topic. There are also a number of providers now offering professional development for English Medium Instruction (EMI) teachers. We carried out a systematic…

In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL…

The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and…

This paper explores how three Science, Technology, Engineering and Mathematics (STEM) lecturers working in English-medium instruction (EMI) grapple with the prospect of self-positioning as English-language-teachers (ELTs), drawing on interviews in which they explicitly deny acting in this way. It begins with essential background, first discussing…

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…

This article discusses an innovation within one Canadian institution that focuses on linguistically responsive activities in an internationalized, Anglophone university. The study draws on recent research in applied linguistics that addresses language and content integration within disciplinary courses as an innovation. Drawing on Rogers' (1995)…

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…

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI…

Globalization and internationalization in higher education have promoted the worldwide popularity of English-medium instruction (EMI) programs. The successful implementation of EMI programs calls for content-language integration, which requires EMI teachers' language awareness. Yet, empirical studies investigating EMI teachers' language awareness…

These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which…

Effective teaching of English for Occupational Purposes (EOP) is considered to enhance workers' performance, efficacy, and professional development. Thus, what students and teachers believe to lead to effective EOP teaching is worth exploring. This study set out to compare students' and teachers' beliefs about effective EOP teaching. It employed a…

Companies' demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and…

In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. "ROAD-MAPPING English medium education in the internationalized university." Palgrave…