Dealing with language issues in English-medium instruction at university: a comprehensive approach

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Acknowledgements

This special issue falls within the work carried out in the following research projects: FFI2016-79377-P (Spanish Ministry of Economy and Competitiveness) and IT904-16 (Department of Education, University and Research of the Basque Government).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Aintzane Doiz is Associate Professor at the Department of English and German Studies and Translation and Interpretation, University of the Basque Country UPV/EHU, Spain. Her research includes EMI (English-Medium Instruction), CLIL (Content and Language Integrated Learning), and motivation. She has published widely in international journals, books and edited books. Among others, she has co-edited English-medium Instruction at Universities: Global Challenges (Multilingual Matters, 2013) and Motivation and Foreign Language Learning: From Theory to Practice (John Benjamins, 2014). Her research interests also include cognitive semantics. She lectures on semantic analysis and the didactics of language at the MA programme Language Acquisition in Multilingual Settings (UPV/EHU).

David Lasagabaster is Professor at the Department of English and German Studies and Translation and Interpretation, University of the Basque Country UPV/EHU, Spain. His research revolves around EMI (English-Medium Instruction), CLIL (Content and Language Integrated Learning), attitudes and motivation, and multilingualism. He has published widely in international journals (Applied Linguistics, Language Teaching, International Journal of Bilingual Education and Bilingualism, The Modern Language Journal, Studies in Higher Education, Language Teaching Research, Language and Education, TESOL Quarterly, etc.), books and edited books. Among others, he has co-edited “English-medium Instruction at Universities: Global Challenges” (Multilingual Matters, 2013) and “Motivation and Foreign Language Learning: From Theory to Practice” (John Benjamins, 2014).

ORCID

Aintzane Doiz http://orcid.org/0000-0002-4818-6495

David Lasagabaster http://orcid.org/0000-0001-7750-2314