Citations (46)
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Read on this site (17)
Yu-Ting Kao. (2023) Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes. The Language Learning Journal 0:0, pages 1-15.
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Kevin W. H. Tai. (2023) Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-31.
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Jack K.H. Pun, Xuehua Fu & Kason Ka Ching Cheung. (2023) Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature. Studies in Science Education 0:0, pages 1-32.
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Murod Ismailov. (2022) Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study. Journal of Multilingual and Multicultural Development 0:0, pages 1-22.
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Melanie Williams. (2022) Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong. International Journal of Bilingual Education and Bilingualism 25:4, pages 1304-1323.
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Angus Cheng. (2022) Medium of instruction in Hong Kong secondary schools: integrating L1 in English-medium classrooms. Asian Englishes 24:1, pages 2-8.
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Melina Porto. (2021) Intercultural citizenship in foreign language education: an opportunity to broaden CLIL’s theoretical outlook and pedagogy. International Journal of Bilingual Education and Bilingualism 24:7, pages 927-947.
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Kevin W. H. Tai & Li Wei. (2021) Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms: a translanguaging perspective. Language and Education 35:3, pages 241-267.
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Dustin S. J. Van Orman, Yuliya Ardasheva, Kira J. Carbonneau & Jonah B. Firestone. (2021) Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms. The Journal of Educational Research 114:1, pages 74-88.
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Yuen Yi Lo & Daniel Fung. (2020) Assessments in CLIL: the interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education and Bilingualism 23:10, pages 1192-1210.
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Lay Hoon Seah & Rita Elaine Silver. (2020) Attending to science language demands in multilingual classrooms: a case study. International Journal of Science Education 42:14, pages 2453-2471.
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Ernesto Macaro. (2020) Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism 23:3, pages 263-276.
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Yuliya Ardasheva, Sarah N. Newcomer, Jonah B. Firestone & Richard L. Lamb. (2019) Contributions of language-specific and metacognitive skills to science reading comprehension of middle school English learners. Bilingual Research Journal 42:2, pages 150-163.
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Li Jiang, 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, pages 107-119.
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Jack Pun & Ernesto Macaro. (2019) The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:1, pages 64-77.
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Yolanda Ruiz de Zarobe & Victoria Zenotz. (2018) Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?. International Journal of Bilingual Education and Bilingualism 21:3, pages 319-331.
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Angel M. Y. Lin & Yuen Yi Lo. (2017) Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education 31:1, pages 26-45.
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Articles from other publishers (29)
Leah Geoghegan. (2023) The effect of CLIL on productive thematic vocabulary. International Journal of Applied Linguistics.
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Dayu Jiang, Ouhao Chen, Yiyi Han & Slava Kalyuga. (2023) Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective. British Journal of Educational Psychology 93:S2, pages 386-401.
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Stefan O'Grady. (2023) Halo effects in rating data: Assessing speech fluency. Research Methods in Applied Linguistics 2:2, pages 100048.
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Jim Yee Him Chan & Steve Walsh. (2023) English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence. International Journal of Applied Linguistics.
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Lisa Gilanyi, Xuesong (Andy) Gao & Shiyao Wang. (2023) EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022. Heliyon 9:6, pages e16365.
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Ali Derakhshan, Sedigheh Karimpour & Mostafa Nazari. (2023) Interactional features in second language classroom discourse: variations across novice and experienced language teachers. Applied Linguistics Review 0:0.
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Margrete Dyvik Cardona. (2023) Lenguas extranjeras para el desarrollo sostenible: el español para estudiantes noruegos de negocios en NHH. Didáctica. Lengua y Literatura 35, pages 187-201.
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Daniel Fung & Yuen Yi Lo. (2023) Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input. System 113, pages 103004.
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Ernesto Macaro. (2022) English Medium Instruction: What do we know so far and what do we still need to find out?. Language Teaching, pages 1-14.
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Jin Xina. 2022. The Use of Technology in English Medium Education. The Use of Technology in English Medium Education
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Kari Sahan, Heath Rose & Ernesto Macaro. (2021) Models of EMI pedagogies: At the interface of language use and interaction. System 101, pages 102616.
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Kari Sahan. (2021) In Conversation with Ernesto Macaro on English Medium Instruction. RELC Journal 52:2, pages 334-341.
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Jiangshan An, Ernesto Macaro & Ann Childs. (2021) Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?. System 98, pages 102482.
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Caroline Ho, June Kwai Yeok Wong & Natasha Anne Rappa. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms
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Jack Pun & Xina Jin. (2021) Student challenges and learning strategies at Hong Kong EMI universities. PLOS ONE 16:5, pages e0251564.
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Kevin W.H. Tai & Li Wei. (2020) Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes. System 95, pages 102364.
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Celina Salvador-García, Carlos Capella-Peris, Oscar Chiva-Bartoll & Pedro Jesús Ruiz-Montero. (2020) A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels. Frontiers in Psychology 11.
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Caroline Ho, June Kwai Yeok Wong & Natasha Anne Rappa. (2019) Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept
sketches. Journal of Immersion and Content-Based Language Education 7:2, pages 233-260.
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Laura Pons Seguí. (2019) Qualitative meta-analysis on the training needs reported by
in-service CLIL teachers. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32:1, pages 277-303.
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Heath Rose & Nicola Galloway. 2019. Global Englishes for Language Teaching. Global Englishes for Language Teaching.
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Evelyn van Kampen, Tessa Mearns, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry. (2018) How do we measure up?. Dutch Journal of Applied Linguistics 7:2, pages 129-155.
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Onno van Wilgenburg & Bas van Rooijen. (2018) Expanding the field. Dutch Journal of Applied Linguistics 7:2, pages 274-278.
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David Lasagabaster. (2018) Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3, pages 400-416.
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Yuliya Ardasheva, Kira J. Carbonneau, Anna Karin Roo & Zhe Wang. (2018) Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences 61, pages 21-30.
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