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International Journal of Bilingual Education and Bilingualism Volume 20, 2017 - Issue 7
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Articles

English as a medium of instruction: evidence for language and content targets in bilingual education in economics

Nuria Hernandez-NanclaresDepartment of Applied Economics, University of Oviedo, Oviedo, SpainORCID Iconhttp://orcid.org/0000-0002-6143-8378
ORCID Icon &
Antonio Jimenez-MunozDepartment of English, French, and German, University of Oviedo, Oviedo, Spain.Correspondence[email protected]
[email protected]
ORCID Iconhttp://orcid.org/0000-0001-6375-2611
ORCID Icon
Pages 883-896 | Received 16 Mar 2015, Accepted 11 Nov 2015, Published online: 31 Dec 2015

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Elvira Barrios & 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, pages 504-521.
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Ikuya Aizawa. (2023) A comparative study of Japanese and English medium instruction: the driving factors behind academic success. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Pablo Antonio Archila, Giovanna Danies, Anne-Marie Truscott de Mejía, Silvia Restrepo & Jorge Molina. (2022) Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?. International Journal of Bilingual Education and Bilingualism 25:8, pages 3098-3111.
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Jia-Fen Wu & Hsin-Luen Tsai. (2022) Research trends in English as a medium of instruction: a bibliometric analysis. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Gene Thompson, Nobuya Takezawa & Heath Rose. (2022) Investigating self-beliefs and success for English medium instruction learners studying finance. Journal of Education for Business 97:4, pages 220-227.
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Mengjia Zhang & Elisabet Pladevall-Ballester. (2022) Students’ attitudes and perceptions towards three EMI courses in mainland China. Language, Culture and Curriculum 35:2, pages 200-216.
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Jose Luis Arroyo-Barrigüete, Jose Ignacio López-Sánchez, Manuel Francisco Morales-Contreras & Mirco Soffritti. (2022) The impact of English-medium instruction on university student performance. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Mengjia Zhang & Elisabet Pladevall-Ballester. (2021) Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education 35:4, pages 357-374.
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Francesca Helm. (2020) EMI, internationalisation, and the digital. International Journal of Bilingual Education and Bilingualism 23:3, pages 314-325.
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David Hortigüela Alcalá, Andrés Palacios Picos & Víctor López Pastor. (2019) The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education 44:6, pages 933-945.
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Articles from other publishers (18)

María Del Mar Sánchez-Pérez. (2023) The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context. Studies in Second Language Learning and Teaching 13:2, pages 373-397.
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Mengjia Zhang & Elisabet Pladevall-Ballester. (2023) Students’ English-medium instruction motivation in three English-medium instruction courses in China. Frontiers in Psychology 13.
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Sibel Kaya, Dogan Yuksel & Samantha Curle. (2022) The effects of language learning and math mindsets on academic success in an engineering program. Journal of Engineering Education 112:1, pages 90-107.
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David Lasagabaster. 2022. English-Medium Instruction in Higher Education. English-Medium Instruction in Higher Education.
Guzman Mancho-Barés, Sarah Khan & Marta Aguilar-Pérez. (2022) An EMI lecturer’s assessment practices with engineering laboratory reports. Journal of English-Medium Instruction 1:2, pages 232-254.
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Maria Sagrario Salaberri-Ramiro & 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, pages 263-291.
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Elvira Barrios, Aurora López-Gutiérrez & Luis-Alejandro Lopez-Agudo. (2022) Language-related perceptions: How do they predict student satisfaction with a partial English Medium Instruction in Higher Education?. Journal of English for Academic Purposes 57, pages 101121.
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Seniye VURAL & Zeynep ÖLÇÜ DİNÇER. (2022) English medium instruction: Policies for constraining potential language use in the classroom and recruiting instructorsİngilizce öğretim: Sınıfta potansiyel dil kullanımı ve öğretim elemanı istihdam politikaları. International Journal of Educational Spectrum 4:1, pages 13-30.
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Julie Walaszczyk & Simon Segers. 2022. The Use of Technology in English Medium Education. The Use of Technology in English Medium Education 11 23 .
Teng Lin & Jun Lei. (2021) English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability. SAGE Open 11:4, pages 215824402110615.
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Reema Abouzeid. (2021) Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency. English for Specific Purposes 63, pages 45-58.
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Sami Alhasnawi. (2021) Teachers’ beliefs and practices with respect to translanguaging university mathematics in Iraq. Linguistics and Education 63, pages 100930.
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Candice Frances, Angela De Bruin & Jon Andoni Duñabeitia. (2020) THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING. Studies in Second Language Acquisition 42:4, pages 891-903.
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Liem Thi Tu Truong, Phuong Le Hoang Ngo & Mai Xuan Nhat Chi Nguyen. 2020. Higher Education in Market-Oriented Socialist Vietnam. Higher Education in Market-Oriented Socialist Vietnam 307 329 .
Keith Mathew Graham, Yunkyeong Choi, Amin Davoodi, Shakiba Razmeh & L. Quentin Dixon. (2018) Language and Content Outcomes of CLIL and EMI: A Systematic Review. Latin American Journal of Content & Language Integrated Learning 11:1, pages 19-38.
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M. José Rivero-Menéndez, Elena Urquía-Grande, Pilar López-Sánchez & M. Mar Camacho-Miñano. (2018) Motivation and learning strategies in accounting: Are there differences in English as a medium of instruction (EMI) versus non-EMI students?. Revista de Contabilidad 21:2, pages 128-139.
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J.L. Arco-Tirado, F. Fernández-Martín, A.M. Ramos-García, L. Littvay, J. Villoria & J.A. Naranjo. (2018) A counterfactual impact evaluation of a bilingual program on students’ grade point average at a spanish university. Evaluation and Program Planning 68, pages 81-89.
Crossref
Nuria Hernandez-Nanclares & Antonio Jimenez-Munoz. 2016. New perspectives on teaching and working with languages in the digital era. New perspectives on teaching and working with languages in the digital era 259 268 .

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