Language Use in English-Medium Instruction at University

David Lasagabaster is Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He has published on CLIL, EMI, attitudes and motivation, and multilingualism. He has published widely in international journals and books. Among others, he has co-edited English-medium Instruction at Universities: Global Challenges (2013). Aintzane Doiz is Associate Professor in the Department of English and German Studies and Translation and Interpretation at the University of the Basque Country UPV/EHU, Spain. She has co-edited English-medium Instruction at Universities: Global Challenges (2013) and Motivation and Foreign Language Learning: From Theory to Practice (2014).

Introduction: Foregrounding language issues in English-medium instruction courses David Lasagabaster and Aintzane Doiz 1. An exploratory analysis of Language Related Episodes (LREs) in a Brazilian EMI context: Lecturers’ and students’ perspectives Ron Martinez, Paola Machado and Candida Palma 2. Analysing EMI teachers’ and students’ talk about language and language use Aintzane Doiz and David Lasagabaster 3. EMI teachers’ use of Interactive metadiscourse in lecture organisation and knowledge construction Lei Zhang and Yuen Yi Lo 4. Strategies to Enhance Comprehension in EMI Lectures: Examples from the Italian Context Francesca Costa and Cristina Mariotti 5. EMI materials in online initial English language teacher education Darío Luis Banegas and Graciela Manzur Busleimán 6. Pronunciation in EMI: a preliminary study of Spanish university students’ intelligibility and comprehensibility Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto 7. Students’ language-related challenges of studying through English: What EMI teachers can do Heath Rose 8. Challenges of English-medium higher education: The first-year experience in Hong Kong revisited a decade later Christopher Shepard and Bruce Morrison 9. Implementing EMI in higher education: language use, language research and professional development Victor Pavón Vázquez and Maria Ellison 10. Epilogue: Disciplinary literacies as a nexus for content and language teacher practice Hans Malmström and Diane Pecorari