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Journals and Book Chapters
Articles:
Moore, P. (2023). Translanguaging in CLIL. In Banegas, D. L., & Zappa-Hollman, S. (Eds.), The Routledge handbook of content and language integrated learning (pp. 28-42). Taylor & Francis. https://doi.org/10.4324/9781003173151
2022
Dafouz, Emma & Gray, John (2022). Rethinking the roles of ELT in English-medium education in multilingual university settings: an introduction, ELT Journal, 76 (2), 163–171. https://doi.org/10.1093/elt/ccab096
Dafouz, Emma & Smit, Ute (2022). Towards multilingualism in English‑medium higher education: A student perspective. Journal of English-Medium Instruction,1(1), 29-47.
Dalton-Puffer, C., Hüttner, J., & Llinares Garcia, A. (2022). CLIL in the 21st Century: Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Edcuation. https://doi.org/10.1075/jicb.21021.dal
Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2022). “Who would have thought that I’d ever know that!”: Subject-specific vocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism, 25(9), 3184-3198. https://doi.org/10.1080/13670050.2021.2020211
Orduna-Nocito, E., & Sánchez-García, D (2022). Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities. System, 104.
Valcke, J., Nashaat-Sobhy, N., Sánchez-García, D., & Walaszczyk, J. (2022). Teacher development to mediate global citizenship in English-medium education contexts. Journal of English-Medium Instruction,1(1), 65-84.
Sánchez-Hernández, A. (2022). Second language pragmatic development in study abroad contexts: An introduction. Study Abroad Research in Second Language Acquisition and International Education, 7(1): 2-23.
Sánchez-Hernández, A. and Barón, J. (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 26(2): 163-170.
2021
Dafouz, Emma (2021): Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: the case of UNA Europa, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1920964
Dafouz, Emma (2021). Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP). Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (41), 13-38.
Dafouz, Emma & Smit, Ute (2021) English-medium education revisited: arguing for a comprehensive conceptualisation in the age of internationalised universities. European Journal of Language Policy. Special Issue: English-medium education in internationalised universities: new policy perspectives 13 (2), 141-159.
Komori-Glatz, Miya & Smit, Ute (2021). Exploratory Interactive Explaining (EXINTEX): Constructing Disciplinary Knowledge in Two Multilingual University Settings. Applied Linguistics. https://doi.org/10.1093/
Komori-Glatz, Miya & Schmidt-Unterberger, Barbara (2021). From profiling to pioneering: The drivers behind English-medium education at WU Vienna. European Journal of Language Policy 13 (2), 239-259.
Volumes:
2025
Dafouz, E, (2025) (editora) Internacionalizar la universidad española: estrategias, prácticas docentes y lenguas. Ediciones Complutense. https://doi.org/10.5209/ling.003 Colección Lingüística y Comunicación. (Este volumen editado de carácter divulgativo versa sobre los diferentes tipos y estrategias para la internacionalización de la educación superior en España. El volumen cuenta con trabajos elaborados por responsables de políticas universitarias y lingüísticas (tanto a nivel político como académico), profesores de contenido de diferentes áreas involucradas, profesores de lengua y organismos encargados de implementar y dinamizar la internacionalización de todo el territorio español). ISBN: 978-84-669-3875-4
Sánchez-García, D., Sánchez-Hernández, A., & Dafouz, E. (2025). Disciplinary literacies in English-medium higher education. Routledge.
TABLE OF CONTENTS
Part I: Setting the scene
Chapter 1. Disciplinary literacies in English-medium higher education: An
Introduction
Davinia Sánchez-García and Ariadna Sánchez-Hernández
Chapter 2. Ways forward in Understanding Disciplinary Literacies in English-medium Higher Education
Emma Dafouz, Julia Hüttner and Ute Smit
Part II: DLs in the classroom: lecturer and student perspectives and practices
Chapter 3. “So far, we haven’t had to write very much. It’s all been multiple choice.” Lecturer and student (emerging) perspectives on disciplinary literacy development in English-medium business programs
Emma Dafouz, Miya Komori-Glatz and Pat Moore
Chapter 4. How do students acquire disciplinary literacy? Student and teacher perspectives from Master’s courses in the Life Sciences in a French university
Joanne Pagéze & Susan Becaas
Chapter 5. Making room for biliteracy development in EME programmes: Business and Economics students’ perceptions and self-reported practices
Irene Soriano-Flórez
Chapter 6. The impact of academic year on EME business students’ views on disciplinary literacy
Elena Orduna Nocito
Chapter 7. Extramural English and English-medium education: A binational survey of bachelor students’ views on their academic disciplinary practices
Katharina Ghamarian, Verena Grau and Ute Smit
Chapter 8. International peer collaboration in group work: Language quality, agency, and problem-solving
Maria Kuteeva and Kathrin Kaufhold
Chapter 9. A discipline-based analysis of language needs and challenges encountered in the Turkish EMI context
Dogan Yuksel and Mehmet Altay
Chapter 10. Disciplinary Biliteracy among Latiné Undergraduates in Engineering and Computer Science
Alberto Esquinca and Lidia Herrera Rocha
Part III: Teacher professional development and DLs in English-medium education
Chapter 11. Localising experiences of EME development: accommodating for disciplinary oracy at a Swiss bi- and multilingual university
Iris Schaller-Schwaner
Chapter 12. Creating synergy in teaching disciplinary literacies in Australian teacher education
Zuocheng Zhang
Chapter 13. A plurilingual genre-based approach to academic writing: guidelines for disciplinary-oriented teacher training in higher education
Guzmán Mancho-Barés, Alexandra Vraciu and Sarah Khan
Chapter 14. The elusive notion of disciplinary literacy in a cross-disciplinary context – A purloined letter of sorts
Magnus Gustafsson
Chapter 15. Navigating disciplinary literacies in search of beacons and shipping routes: a coda
Christiane Dalton-Puffer
2023
Dafouz, E. & Smit, U (2023). Researching English-Medium Higher Education. Routledge.
Book chapters:
2025
Soriano-Flórez, I. & Dafouz, E. (2025, en prensa). Rethinking Biliteracy in Business and Economics English- medium Education: Students’ Views of Translingual Spaces. In Imaz Agirre, A. and Arias-Hermoso, R. (Eds.) (in press). Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels. Multilingual Matters.
2023
Borrás, J. & López-Serrano, S. (2023). “How Can I Correct What I Don't Know?”: Exploring Low-Level Learners' Incorporation and Perceptions of Written Metalinguistic Explanations In Garcés-Manzanera, A. & Carrillo García, M. (Eds.), New Approaches to the Investigation of Language Teaching and Literature (pp. 60-81). IGI Global.
2021
Hüttner, J., & Baker, W. (2021). The Different Faces of English-Medium Education: The Potential of ROAD-MAPPING in Comparing Sites. Manuscript submitted for publication. In E. Dafouz, & U. Smit (Eds.), English-medium education across multilingual university settings : Applications and critical evaluations of the ROAD-MAPPING framework Routledge.
Dalton-Puffer, C., Hüttner, J., & Smit, U. (2021). From voluntary to obligatory CLIL in upper secondary technical colleges: Teacher and student voices from a diverse landscape. In K. Talbot, S. Mercer, M-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp. 93-111). Multilingual Matters Ltd.
2022
Sánchez-García, D. (2022). The Elephant in the Room: Language Assessment in English-medium Education in Multilingual University Settings. In Osman Z. Barnawi, Mohammed S. Alharbi, & Ayman A. Alzahrani (Eds.), Transnational English Language Assessment Practices in the Age of Metrics. Routledge. (link to book here).
Smit, Ute & Komori-Glatz, Miya (2022). English-Medium Education in Austria: General Trends and Individual Initiatives in Institutional Policy. In: McKinley, Jim & Nicola Galloway (Eds). English Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury, 99-110.
Book reviews:
2021
Hüttner, J. (2021). REVIEW: Language Perceptions and Practices in Multilingual Universities Maria Kuteeva, Kathrin Kaufhold and Niina Hynninen (editors) London and New York Palgrave Macmillan 2020 Pp. xxii + 400 ISBN 978-3-030-38754-9. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1926835
Soriano-Flórez, I. (2021). Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanette (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters [Review of the book English-medium instruction and translanguaging by B. Paulsrud, Z. Tian, & J. M. Toth (Eds.)]. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 8(1), 82 86. http://doi.org/10.21283/2376905X.13.239