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Journals and Book Chapters

Articles:

2024
 
Sánchez-García, D. (2024). Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation.Journal of Multilingual and Multicultural Development, 1–15.
https://doi.org/10.1080/01434632.2024.2342247
 
2023
 
Dafouz, E., López-Serrano, S., & Pérez-Paredes, P. (2023). Students’ views of disciplinary literacies in internationalised English-medium higher education: Step-by-step survey development. Research Methods in Applied Linguistics, 2(3), 100073. https://doi.org/10.1016/j.rmal.2023.100073
 

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

Sánchez-García, D. (2023). Potential professional growth of English-medium education teachers in a transnational teacher education program. International Journal of Instruction, 16(3), 1-24.
 

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/applin/amab023

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

Sánchez-García, D., Sánchez-Hernández, A., & Dafouz, E. (2025). Disciplinary literacies in English-medium higher education. Routledge.

 

2023

Dafouz, E. & Smit, U (2023). Researching English-Medium Higher Education. Routledge.

 

Book chapters:

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