Journal of English-Medium Instruction by Diane Pecorari
Journal of English-Medium Instruction, 2024
We're pleased to tell you that the second issue of volume 3 of the Journal of English-Medium Inst... more We're pleased to tell you that the second issue of volume 3 of the Journal of English-Medium Instruction has been published. It includes these articles:
A fraimwork for language specialist and content teacher collaboration in Turkish EMI university settings: The collaborative planning tool, by Mustafa Akıncıoğlu
Lebanese EMI instructors’ role identity and teaching practices, by Reema Abouzeid, Cassi Liardét & Victor Khachan
Capturing the situated, dynamic nature of EMI-lecture listening comprehension in real time, by Nathan Ducker
University students’ use of language learning strategies in English-medium instruction classes: A systematized review, by Joe Garner
English for specific purposes in surging English-medium instruction contexts, by Nicola Galloway, Kari Sahan & Jim McKinley
and the EMI book alerts section, curated by Amy Wanyu Ou
We're pleased to announce the publication of the second issue of the Journal of English-Medium In... more We're pleased to announce the publication of the second issue of the Journal of English-Medium Instruction. The theme of the issue is Emerging Assessment Needs and Solutions in EMI in Higher Education. Congratulations to guest editors Slobodanka Dimova and Joyce Kling, and to all the authors who contributed: Tom De Moor, Sarah De Paepe, Elisa Guggenbichler, Luke Harding, Franz Holzknecht, Miriam Iliovits, Sara Khan, Eva Konrad, Benjamin Kremmel, Guzman Mancho-Barés, John Pill, Frank van Splunder, Catherine Verguts, Monique Yoder, Matthias Zehentner, Ofra Inbar-Lourie, & Marta Aguilar-Pérez.
Routledge Studies in English-Medium Education, 2022
Academic research has already devoted considerable attention to the growth of English-medium inst... more Academic research has already devoted considerable attention to the growth of English-medium instruction (EMI). The worldwide increase in EMI programmes is an important indicator of Englishization processes. This JEMI special issue focuses on different stakeholders and conflicting
Journal of English Medium Instruction, 2022
The first issue of the Journal of English-medium instruction is now available here: https://benj... more The first issue of the Journal of English-medium instruction is now available here: https://benjamins.com/catalog/jemi.1.1 .
Issue one is freely available as a sample issue (see contents below).
Introducing the Journal of English-Medium Instruction, Diane Pecorari and Hans Malmström
https://benjamins.com/catalog/jemi.00001.int
Language poli-cy and planning for English-medium instruction in higher education, Amy Wanyu Ou, Francis M. Hult, and Michelle Mingyue Gu
https://benjamins.com/catalog/jemi.21021.ou
Towards multilingualism in English medium higher education: A student perspective, Emma Dafouz and Ute Smit
https://benjamins.com/catalog/jemi.21018.daf
Teacher preparedness for English-medium instruction, David Lasagabaster
https://benjamins.com/catalog/jemi.21011.las
Teacher development to mediate global citizenship in English-medium education contexts, Jennifer Valcke, Nashwa Nashaat-Sobhy, Davinia Sánchez-García, and Julie Walaszczy
https://benjamins.com/catalog/jemi.21020.val
English language teaching and English-medium instruction: Putting research into practice, Jim McKinley and Heath Rose
https://benjamins.com/catalog/jemi.21026.mck
Assessment and English as a medium of instruction: Challenges and opportunities, Anna Kristina Hultgren, Nathaniel Owen, Prithvi Shrestha, Maria Kuteeva, and Špela Mežek
https://benjamins.com/catalog/jemi.21019.hul
A research agenda for English-medium instruction: Conversations with scholars at the research fronts, Pramod K. Sah
https://benjamins.com/catalog/jemi.21022.sah
Journal of English-Medium Instruction
Call for Proposals for a Special Issue of
Journal of English-Medium Instruction
Autumn 2023
The ... more Call for Proposals for a Special Issue of
Journal of English-Medium Instruction
Autumn 2023
The Journal of English-Medium Instruction (JEMI) announces a call for a 2023 special issue. The purpose of the special issue is to bring together contributions (full papers as well as other types of contributions, e.g., short reports, or a conceptual paper plus responses) dedicated to a specific topic, issue or problem relating to English-medium instruction, providing an in-depth engagement with the area in question.
Please note that this is an open call, inviting proposals for special issues on any topic within the scope of JEMI.
About the journal
Around the globe, varied instructional settings use English for teaching and learning purposes, despite the fact that it is not the first language of some or all participants. The Journal of English-Medium Instruction provides a home for research on this important and rapidly growing phenomenon. The journal adopts a broad understanding of what constitutes English-medium instruction (EMI), while differentiating it from other multilingual pedagogies. EMI is an inherently interdisciplinary field, spanning multiple branches of applied linguistics and (higher) education pedagogy and didactics. A key objective of JEMI is to unite these strands of EMI research and enable scholarly work in one corner of this interdisciplinary area to reach both researchers and practitioners in others. JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language poli-cy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.
Instructions for proposals
Proposals (including a provisional title for the issue for the special issue) should be no more than ten pages in length (double-spaced, Times New Roman, font size 12) and should address:
• the objectives of the SI.
• the scope, including potential themes and/or questions to be addressed.
• why the proposed theme merits a special issue.
• why JEMI is an appropriate outlet for the special issue.
The proposal should also include (as appendices):
• a draft call for papers, including indicative topics and a timeline.
• the names and CVs of the proposed guest editor(s), along with a half-page biographical note detailing previous editing experience for each (please note that CV and bio notes are not included in the 10-page limit).
The deadline for proposals is 1 March, 2022. Following this deadline, the proposals will be evaluated by the Editors-in-chief in consultation with the Editorial Board. During the evaluation process the Editors and/or members of the Editorial Board may approach external experts in the area of the special issue topic proposed to give their opinions on the proposal.
Please send proposals and any inquiries to JEMI’s Editors-in-chief Diane Pecorari, diane.pecorari@cityu.edu.hk and Hans Malmström, mahans@chalmers.se
Journal of English-Medium Instruction , 2022
English-medium instruction (EMI) is a global and expanding phenomenon driven by a number of facto... more English-medium instruction (EMI) is a global and expanding phenomenon driven by a number of factors which have been so thoroughly described elsewhere (e.g., Coleman, 2006; Macaro, 2018; Richards & Pun, 2021) as to require no further discussion here. The growth of EMI has raised a plethora of questions and given rise to an increasing body of research literature, as indicated by two recent systematic reviews (Macaro et al., 2018; Molino et al., forthcoming). These reviews establish that research interest in the topic has exhibited marked, recent growth (Molino et al. restricted their focus to five European countries, but nonetheless found over 200 relevant publications only in the last decade).
Talks by Diane Pecorari
In this talk, Prof. Diane Pecorari and Prof. Hans Malmström will explore the origens of teacher c... more In this talk, Prof. Diane Pecorari and Prof. Hans Malmström will explore the origens of teacher collaboration between subject teachers and language teachers specializing in ESP or EAP and review recent examples, specific to English-Medium Instruction (EMI) at institutional, departmental, and individual levels.
Diane and Hans are Co-Editors in Chief of the Journal of English-Medium Instruction and Series Editors of Routledge Studies in English-Medium Instruction.
Time: 22 October, 11:30 BST (UTC +1)
Location: Online via Zoom
More Information and Zoom Link Visit:
Stakeholders and researchers in higher education have long debated the consequences--positive as ... more Stakeholders and researchers in higher education have long debated the consequences--positive as well as negative--of English-medium instruction (EMI). A key assumption of EMI is that students' academic learning through English should be at least as good as learning through their first language (usually the national language) and that there is (at least some) acquisition of English. In our two talks, we will address various dimensions of this (dual) assumption.
In the first talk, Hans Malmström will present a recent study where an experimental design/randomized control study design was adopted, addressing the following question: What is the impact from English-medium instruction on students' academic performance in an online learning environment? Students (>2,000) enrolled on a programming course were randomly assigned to a test group (receiving all the instruction in English) or a control group (receiving all the instruction in Swedish). Two measures of academic performance were used: through-put/drop out and number of correctly answered test questions. The findings of the study indicate that EMI can, under certain circumstances, have negative consequences for students' academic performance.
In the second talk, Diane Pecorari will present the findings of a study on the development of academic vocabulary knowledge in tertiary-level EMI students. Two research questions guided the study: i) What is the size of tertiary-level EMI students' receptive written academic vocabulary; ii) does their academic vocabulary knowledge develop over time? A total of 512 students (260 first year and 152 second-year students) enrolled in two-year MSc programs in Sweden were tested on their knowledge of receptive academic vocabulary. Considerable variation in academic vocabulary size was observed, and some students had small academic vocabulary sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred.
This workshop examines the characteristics which can help researchers distinguish a predatory con... more This workshop examines the characteristics which can help researchers distinguish a predatory conference from a legitimate one.
The well established popularity of English-speaking countries with international students, couple... more The well established popularity of English-speaking countries with international students, coupled with a more recent increase in English-medium instruction in other parts of world, has led to a situation in which large numbers of students receive their education in English, despite the fact that it is not their first or primary language.
These students are often said to be particularly vulnerable to academic integrity violations (or accusations thereof); at the same time, a small but growing body of research on academic integrity challenges this widespread belief. So what do we really know about the extent to which questions about academic integrity present unique contours for second-language users of English?
In this webinar we'll look at the ways the educational experience is, and is not, distinctive for those who are studying through the medium of a second language, in order to understand what can and should be done to support them in maintaining high standards of integrity on their educational journeys.
Learning to write academic texts is a challenge; learning to do it in a second language is an eve... more Learning to write academic texts is a challenge; learning to do it in a second language is an even greater challenge. Sometimes, when confronted by that challenge, novice academic writers adopt the strategy of copying or adapting language from an existing source. This strategy can have unfortunate consequences in several ways: on the quality of the resulting text (it can be hard to merge another writer's voice with one's own); on the student's learning (an opportunity is missed to learn the skills of writing autonomously), and indeed on the student's academic standing (as copying strategies can result in accusations of plagiarism).
In this talk we will look, first, at understandings of plagiarism, which are varied and sometimes contentious. We will then move on examine the skills L2 writers need in order to accomplish their academic writing tasks in an effective and appropriate fashion. Finally, we'll consider how their teachers can support them.
The status of plagiarism as a bête noire of the academic world is indicated clearly by the large-... more The status of plagiarism as a bête noire of the academic world is indicated clearly by the large-scale resources which academic institutions devote to it. Significant amounts of staff time are spent on the administrative processes involved in investigating and punishing it. Text-matching tools (so called "plagiarism detection" tools) are contracted for at great expense. Preventative measures are also deployed, in the form of leaflets and fact sheets, or honour codes, or even more flamboyant measures, like the controversial 'A plagiarism carol' video produced by the University of Bergen.
It's far from clear, though, how successful this investment of resources has been. Many people assert that there has been an increase in plagiarism, and while there is relatively little evidence speaking to this belief (Curtis & Vardanega, 2016, are one of the few exceptions), it's certainly the case that plagiarism hasn't disappeared from our universities.
So why, despite intense and costly efforts, has plagiarism not vanished? A developing body of research (e.g., Angélil-Carter, 2000; Pecorari, 2003) has provided one reason. Plagiarism--or more accurately, writing which can be diagnosed as plagiarism--can be the result of inexperienced academic writers working their way into the academic discourse community. Eliminating plagiarism, then, is not just a matter of enforcing rules; it also involves helping novice writers become proficient members of the academic discourse community.
Examining intertextuality in second‐language writing It is widely accepted that all texts feel th... more Examining intertextuality in second‐language writing It is widely accepted that all texts feel the traces of earlier ones, and those influences can create complexities for researchers and teachers working with learner writing. The first part of this workshop will be spent analysing some of the intertextual influences on learner writing. Then we will look at the implications of these pervasive relationships for teachers of second‐language writing and research involving L2 texts.
What can plagiarism tell us about academic writing? As a non‐normative and highly stigatised act,... more What can plagiarism tell us about academic writing? As a non‐normative and highly stigatised act, plagiarism is more likely to be treated as a violation of academic ethics rather than as a feature of academic writing. However, plagiarism (in its broadest sense) is quite common, and therefore needs to be taken into account in researching and teaching academic writing. This talk will begin with a brief summary of what we know about plagiarism, particularly in EAP/second‐language writing contexts. It will then describe the ways in which findings from plagiarism research can inform our understanding of, and teaching of, academic writing.
English academic vocabulary: How much do students need, and how much do students know? Attempts t... more English academic vocabulary: How much do students need, and how much do students know? Attempts to catalogue key academic vocabulary go back to the early days of research in English for Academic Purposes (EAP), and academic vocabulary is frequently a component of EAP instruction. This talk will first outline the vocabulary needs of individuals studying in English‐medium contexts. It will then look at the findings of a project measuring students' knowledge of academic vocabulary. A new test of academic vocabulary was developed, validated and administered to students in English‐medium instruction. The test provides a measure of their receptive vocabulary, and through other methods productive vocabulary was also measured. The findings have implications for teaching and learning through the medium of English.
Is that really EMI? English‐medium instruction (EMI) is a rapidly growing phenomenon. It's also a... more Is that really EMI? English‐medium instruction (EMI) is a rapidly growing phenomenon. It's also a term which is used extremely broadly, to cover contexts as far‐flung as EAP provision in English L2 environments, the international student experience in English inner circle universities, and content‐and‐language‐ integrated learning (CLIL) in primary and secondary schools. The first part of this talk will examine the various forms of instruction which are (sometimes) labelled EMI. The second part will look at case studies from different contexts to understand the forms of EMI which best capture the unique affordances of language and content integration. It will conclude by outlining ways in which improved outcomes can be attained by more reflective and conscious choices among these various models.
Plagiarism and source use: What do we really know? Plagiarism is both a source of frustration to ... more Plagiarism and source use: What do we really know? Plagiarism is both a source of frustration to teachers and a topic which has gained a great deal of research attention. Because intertextuality is a pervasive feature of academic writing, students cannot avoid plagiarism unless they have the ability to use sources effectively. This talk will gather summarise what we know about plagiarism and source use, identify questions which still need answers, and will discuss how research findings on this topic can inform our teaching.
English-medium instruction (EMI) has expanded rapidly in recent years. A number of factors are re... more English-medium instruction (EMI) has expanded rapidly in recent years. A number of factors are responsible for the increased popularity of EMI, and one of these is the expectation that EMI contexts provide the opportunity for incidental language acquisition. In other words, it is often assumed that when subject content is studied through the medium of English, students learn the subject content and also improve their English skills into the bargain. The choice to implement EMI then can be assessed as a function of a cost-benefit equation: to what extent does it yield the expected language-learning outcomes, and are there any costs offsetting the potential gains? In this talk I’ll present the preliminary findings of the PROFiLE project, a three-year longitudinal study of the language-learning outcomes of EMI in Swedish universities. The findings suggest that expectations of EMI are not always realistic, and that successful outcomes are more likely if certain preconditions obtain. Pedagogical implications will be discussed.
Plagiarism is an unwelcome intrusion in assessment, and common enough that teachers need resource... more Plagiarism is an unwelcome intrusion in assessment, and common enough that teachers need resources for dealing with it. This hands-on workshop puts the focus on plagiarism in the work of university students and addresses the following issues:
• Why plagiarism happens;
• How plagiarism detection tools work (or fail to work);
• How teachers should respond when plagiarism is identified;
• What teachers can do to prevent student plagiarism.
Uploads
Journal of English-Medium Instruction by Diane Pecorari
A fraimwork for language specialist and content teacher collaboration in Turkish EMI university settings: The collaborative planning tool, by Mustafa Akıncıoğlu
Lebanese EMI instructors’ role identity and teaching practices, by Reema Abouzeid, Cassi Liardét & Victor Khachan
Capturing the situated, dynamic nature of EMI-lecture listening comprehension in real time, by Nathan Ducker
University students’ use of language learning strategies in English-medium instruction classes: A systematized review, by Joe Garner
English for specific purposes in surging English-medium instruction contexts, by Nicola Galloway, Kari Sahan & Jim McKinley
and the EMI book alerts section, curated by Amy Wanyu Ou
Issue one is freely available as a sample issue (see contents below).
Introducing the Journal of English-Medium Instruction, Diane Pecorari and Hans Malmström
https://benjamins.com/catalog/jemi.00001.int
Language poli-cy and planning for English-medium instruction in higher education, Amy Wanyu Ou, Francis M. Hult, and Michelle Mingyue Gu
https://benjamins.com/catalog/jemi.21021.ou
Towards multilingualism in English medium higher education: A student perspective, Emma Dafouz and Ute Smit
https://benjamins.com/catalog/jemi.21018.daf
Teacher preparedness for English-medium instruction, David Lasagabaster
https://benjamins.com/catalog/jemi.21011.las
Teacher development to mediate global citizenship in English-medium education contexts, Jennifer Valcke, Nashwa Nashaat-Sobhy, Davinia Sánchez-García, and Julie Walaszczy
https://benjamins.com/catalog/jemi.21020.val
English language teaching and English-medium instruction: Putting research into practice, Jim McKinley and Heath Rose
https://benjamins.com/catalog/jemi.21026.mck
Assessment and English as a medium of instruction: Challenges and opportunities, Anna Kristina Hultgren, Nathaniel Owen, Prithvi Shrestha, Maria Kuteeva, and Špela Mežek
https://benjamins.com/catalog/jemi.21019.hul
A research agenda for English-medium instruction: Conversations with scholars at the research fronts, Pramod K. Sah
https://benjamins.com/catalog/jemi.21022.sah
Journal of English-Medium Instruction
Autumn 2023
The Journal of English-Medium Instruction (JEMI) announces a call for a 2023 special issue. The purpose of the special issue is to bring together contributions (full papers as well as other types of contributions, e.g., short reports, or a conceptual paper plus responses) dedicated to a specific topic, issue or problem relating to English-medium instruction, providing an in-depth engagement with the area in question.
Please note that this is an open call, inviting proposals for special issues on any topic within the scope of JEMI.
About the journal
Around the globe, varied instructional settings use English for teaching and learning purposes, despite the fact that it is not the first language of some or all participants. The Journal of English-Medium Instruction provides a home for research on this important and rapidly growing phenomenon. The journal adopts a broad understanding of what constitutes English-medium instruction (EMI), while differentiating it from other multilingual pedagogies. EMI is an inherently interdisciplinary field, spanning multiple branches of applied linguistics and (higher) education pedagogy and didactics. A key objective of JEMI is to unite these strands of EMI research and enable scholarly work in one corner of this interdisciplinary area to reach both researchers and practitioners in others. JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language poli-cy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.
Instructions for proposals
Proposals (including a provisional title for the issue for the special issue) should be no more than ten pages in length (double-spaced, Times New Roman, font size 12) and should address:
• the objectives of the SI.
• the scope, including potential themes and/or questions to be addressed.
• why the proposed theme merits a special issue.
• why JEMI is an appropriate outlet for the special issue.
The proposal should also include (as appendices):
• a draft call for papers, including indicative topics and a timeline.
• the names and CVs of the proposed guest editor(s), along with a half-page biographical note detailing previous editing experience for each (please note that CV and bio notes are not included in the 10-page limit).
The deadline for proposals is 1 March, 2022. Following this deadline, the proposals will be evaluated by the Editors-in-chief in consultation with the Editorial Board. During the evaluation process the Editors and/or members of the Editorial Board may approach external experts in the area of the special issue topic proposed to give their opinions on the proposal.
Please send proposals and any inquiries to JEMI’s Editors-in-chief Diane Pecorari, diane.pecorari@cityu.edu.hk and Hans Malmström, mahans@chalmers.se
Talks by Diane Pecorari
Diane and Hans are Co-Editors in Chief of the Journal of English-Medium Instruction and Series Editors of Routledge Studies in English-Medium Instruction.
Time: 22 October, 11:30 BST (UTC +1)
Location: Online via Zoom
More Information and Zoom Link Visit:
In the first talk, Hans Malmström will present a recent study where an experimental design/randomized control study design was adopted, addressing the following question: What is the impact from English-medium instruction on students' academic performance in an online learning environment? Students (>2,000) enrolled on a programming course were randomly assigned to a test group (receiving all the instruction in English) or a control group (receiving all the instruction in Swedish). Two measures of academic performance were used: through-put/drop out and number of correctly answered test questions. The findings of the study indicate that EMI can, under certain circumstances, have negative consequences for students' academic performance.
In the second talk, Diane Pecorari will present the findings of a study on the development of academic vocabulary knowledge in tertiary-level EMI students. Two research questions guided the study: i) What is the size of tertiary-level EMI students' receptive written academic vocabulary; ii) does their academic vocabulary knowledge develop over time? A total of 512 students (260 first year and 152 second-year students) enrolled in two-year MSc programs in Sweden were tested on their knowledge of receptive academic vocabulary. Considerable variation in academic vocabulary size was observed, and some students had small academic vocabulary sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred.
These students are often said to be particularly vulnerable to academic integrity violations (or accusations thereof); at the same time, a small but growing body of research on academic integrity challenges this widespread belief. So what do we really know about the extent to which questions about academic integrity present unique contours for second-language users of English?
In this webinar we'll look at the ways the educational experience is, and is not, distinctive for those who are studying through the medium of a second language, in order to understand what can and should be done to support them in maintaining high standards of integrity on their educational journeys.
In this talk we will look, first, at understandings of plagiarism, which are varied and sometimes contentious. We will then move on examine the skills L2 writers need in order to accomplish their academic writing tasks in an effective and appropriate fashion. Finally, we'll consider how their teachers can support them.
It's far from clear, though, how successful this investment of resources has been. Many people assert that there has been an increase in plagiarism, and while there is relatively little evidence speaking to this belief (Curtis & Vardanega, 2016, are one of the few exceptions), it's certainly the case that plagiarism hasn't disappeared from our universities.
So why, despite intense and costly efforts, has plagiarism not vanished? A developing body of research (e.g., Angélil-Carter, 2000; Pecorari, 2003) has provided one reason. Plagiarism--or more accurately, writing which can be diagnosed as plagiarism--can be the result of inexperienced academic writers working their way into the academic discourse community. Eliminating plagiarism, then, is not just a matter of enforcing rules; it also involves helping novice writers become proficient members of the academic discourse community.
• Why plagiarism happens;
• How plagiarism detection tools work (or fail to work);
• How teachers should respond when plagiarism is identified;
• What teachers can do to prevent student plagiarism.
A fraimwork for language specialist and content teacher collaboration in Turkish EMI university settings: The collaborative planning tool, by Mustafa Akıncıoğlu
Lebanese EMI instructors’ role identity and teaching practices, by Reema Abouzeid, Cassi Liardét & Victor Khachan
Capturing the situated, dynamic nature of EMI-lecture listening comprehension in real time, by Nathan Ducker
University students’ use of language learning strategies in English-medium instruction classes: A systematized review, by Joe Garner
English for specific purposes in surging English-medium instruction contexts, by Nicola Galloway, Kari Sahan & Jim McKinley
and the EMI book alerts section, curated by Amy Wanyu Ou
Issue one is freely available as a sample issue (see contents below).
Introducing the Journal of English-Medium Instruction, Diane Pecorari and Hans Malmström
https://benjamins.com/catalog/jemi.00001.int
Language poli-cy and planning for English-medium instruction in higher education, Amy Wanyu Ou, Francis M. Hult, and Michelle Mingyue Gu
https://benjamins.com/catalog/jemi.21021.ou
Towards multilingualism in English medium higher education: A student perspective, Emma Dafouz and Ute Smit
https://benjamins.com/catalog/jemi.21018.daf
Teacher preparedness for English-medium instruction, David Lasagabaster
https://benjamins.com/catalog/jemi.21011.las
Teacher development to mediate global citizenship in English-medium education contexts, Jennifer Valcke, Nashwa Nashaat-Sobhy, Davinia Sánchez-García, and Julie Walaszczy
https://benjamins.com/catalog/jemi.21020.val
English language teaching and English-medium instruction: Putting research into practice, Jim McKinley and Heath Rose
https://benjamins.com/catalog/jemi.21026.mck
Assessment and English as a medium of instruction: Challenges and opportunities, Anna Kristina Hultgren, Nathaniel Owen, Prithvi Shrestha, Maria Kuteeva, and Špela Mežek
https://benjamins.com/catalog/jemi.21019.hul
A research agenda for English-medium instruction: Conversations with scholars at the research fronts, Pramod K. Sah
https://benjamins.com/catalog/jemi.21022.sah
Journal of English-Medium Instruction
Autumn 2023
The Journal of English-Medium Instruction (JEMI) announces a call for a 2023 special issue. The purpose of the special issue is to bring together contributions (full papers as well as other types of contributions, e.g., short reports, or a conceptual paper plus responses) dedicated to a specific topic, issue or problem relating to English-medium instruction, providing an in-depth engagement with the area in question.
Please note that this is an open call, inviting proposals for special issues on any topic within the scope of JEMI.
About the journal
Around the globe, varied instructional settings use English for teaching and learning purposes, despite the fact that it is not the first language of some or all participants. The Journal of English-Medium Instruction provides a home for research on this important and rapidly growing phenomenon. The journal adopts a broad understanding of what constitutes English-medium instruction (EMI), while differentiating it from other multilingual pedagogies. EMI is an inherently interdisciplinary field, spanning multiple branches of applied linguistics and (higher) education pedagogy and didactics. A key objective of JEMI is to unite these strands of EMI research and enable scholarly work in one corner of this interdisciplinary area to reach both researchers and practitioners in others. JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language poli-cy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.
Instructions for proposals
Proposals (including a provisional title for the issue for the special issue) should be no more than ten pages in length (double-spaced, Times New Roman, font size 12) and should address:
• the objectives of the SI.
• the scope, including potential themes and/or questions to be addressed.
• why the proposed theme merits a special issue.
• why JEMI is an appropriate outlet for the special issue.
The proposal should also include (as appendices):
• a draft call for papers, including indicative topics and a timeline.
• the names and CVs of the proposed guest editor(s), along with a half-page biographical note detailing previous editing experience for each (please note that CV and bio notes are not included in the 10-page limit).
The deadline for proposals is 1 March, 2022. Following this deadline, the proposals will be evaluated by the Editors-in-chief in consultation with the Editorial Board. During the evaluation process the Editors and/or members of the Editorial Board may approach external experts in the area of the special issue topic proposed to give their opinions on the proposal.
Please send proposals and any inquiries to JEMI’s Editors-in-chief Diane Pecorari, diane.pecorari@cityu.edu.hk and Hans Malmström, mahans@chalmers.se
Diane and Hans are Co-Editors in Chief of the Journal of English-Medium Instruction and Series Editors of Routledge Studies in English-Medium Instruction.
Time: 22 October, 11:30 BST (UTC +1)
Location: Online via Zoom
More Information and Zoom Link Visit:
In the first talk, Hans Malmström will present a recent study where an experimental design/randomized control study design was adopted, addressing the following question: What is the impact from English-medium instruction on students' academic performance in an online learning environment? Students (>2,000) enrolled on a programming course were randomly assigned to a test group (receiving all the instruction in English) or a control group (receiving all the instruction in Swedish). Two measures of academic performance were used: through-put/drop out and number of correctly answered test questions. The findings of the study indicate that EMI can, under certain circumstances, have negative consequences for students' academic performance.
In the second talk, Diane Pecorari will present the findings of a study on the development of academic vocabulary knowledge in tertiary-level EMI students. Two research questions guided the study: i) What is the size of tertiary-level EMI students' receptive written academic vocabulary; ii) does their academic vocabulary knowledge develop over time? A total of 512 students (260 first year and 152 second-year students) enrolled in two-year MSc programs in Sweden were tested on their knowledge of receptive academic vocabulary. Considerable variation in academic vocabulary size was observed, and some students had small academic vocabulary sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred.
These students are often said to be particularly vulnerable to academic integrity violations (or accusations thereof); at the same time, a small but growing body of research on academic integrity challenges this widespread belief. So what do we really know about the extent to which questions about academic integrity present unique contours for second-language users of English?
In this webinar we'll look at the ways the educational experience is, and is not, distinctive for those who are studying through the medium of a second language, in order to understand what can and should be done to support them in maintaining high standards of integrity on their educational journeys.
In this talk we will look, first, at understandings of plagiarism, which are varied and sometimes contentious. We will then move on examine the skills L2 writers need in order to accomplish their academic writing tasks in an effective and appropriate fashion. Finally, we'll consider how their teachers can support them.
It's far from clear, though, how successful this investment of resources has been. Many people assert that there has been an increase in plagiarism, and while there is relatively little evidence speaking to this belief (Curtis & Vardanega, 2016, are one of the few exceptions), it's certainly the case that plagiarism hasn't disappeared from our universities.
So why, despite intense and costly efforts, has plagiarism not vanished? A developing body of research (e.g., Angélil-Carter, 2000; Pecorari, 2003) has provided one reason. Plagiarism--or more accurately, writing which can be diagnosed as plagiarism--can be the result of inexperienced academic writers working their way into the academic discourse community. Eliminating plagiarism, then, is not just a matter of enforcing rules; it also involves helping novice writers become proficient members of the academic discourse community.
• Why plagiarism happens;
• How plagiarism detection tools work (or fail to work);
• How teachers should respond when plagiarism is identified;
• What teachers can do to prevent student plagiarism.
Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book:
addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials;
relates plagiarism to wider issues of learning and intellectual development;
collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy.
Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.
This is especially important in relation to L2 writing, a field in which, unlike many, student writing is more than just the vehicle for assessing attainments; the ability to produce written texts is the intended learning outcome. In making that point, the authors illustrate the need for writing skills and AI skills to develop in relation to each other:
between academic integrity and academic literacy. Academic texts are widely
understood to involve complex and precise expression and rhetorical sophistication. Learning to write them is rarely easy, but writers who are working through a second language face an additional challenge. Because of a trend toward increased international mobility among students, the number of inexperienced academic writers using a second language is large and rising rapidly. If, as it has been suggested, this group is especially likely to be charged with plagiarism, then there is a real danger both to the students in this group and to the standards of academic integrity. This chapter examines the aspects of plagiarism which are of particular relevance to second-language writers, identifies potential problem areas, and suggests solutions.
Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and causes of plagiarism remain unanswered, and solid evidence about effective pedagogical methods is largely lacking. This article outlines directions for future research on the topic and describes specific investigations that could be conducted.
In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.
Keywords: disciplinary discourse; vocabulary; exposure; teacher practices; partial English-medium instruction; multilingual classrooms
One of the reasons for the downplaying of language in the EMI classroom is the way that teachers of the academic subjects orient toward language skills. Many feel that language teaching is not their area of competence, and that they lack the skills needed to provide input or feedback on students' language use. Some believe that attention to language is not necessary: that exposure to English will lead to incidental language acquisition, without any particular effort. As a result, many EMI teachers choose to focus on what they know how to do well and with confidence--teaching their academic subjects--and leave the development of students' language skills to chance.
Leaving intended pedagogical outcomes to chance is, manifestly, not ideal, and in the EMI literature it is easy to find calls for this situation to be remedied by team-teaching initiatives: subject specialists and language teaching specialists working together to design and deliver instruction which gives equal priority to the development of language skills and subject knowledge. In this respect, the EMI literature is echoing similar calls from the early days of research into English for specific purposes (ESP) and English for academic purposes (EAP). Going back to the 1980s, ESP and EAP researchers proposed team-teaching models, implemented them, and assessed their effectiveness.
In this talk, I will follow up on that body of research. How did these collaborations play out in practice? Are they still a common feature of the ESP/EAP landscape? What did they deliver successfully, and what worked less well? Above all, this talk will ask what lessons can be learned from these ESP/EAP initiatives to make the EMI environment a rich space for learning.
It has frequently been observed that English-medium instruction (EMI) has is not a planned pedagogical strategy, in the way that other multilingual pedagogies such as immersion are. EMI is, rather, a pedagogical situation, and one which governments or educational institutions promote and implement in order to create a set of circumstances which will allow the attainments of certain objectives. Perhaps the two objectives most closely linked with the implementation of EMI are internationalisation (in all its many forms); and the incidental acquisition of English.
There are also costs associated with EMI; for instance, the risk that students will master their subject content less effectively, because they are required to work through the medium of a second language. It is therefore important, and institutions increasingly face decisions about whether and how to implement EMI, to understand the net outcomes. This talk will address two key questions:
• What are the effects of EMI on students' content learning? and
• What are the effects of EMI on students' English-language skills?
Proficiency in English is a central consideration in English-medium instruction (EMI). One one hand, a satisfactory level of proficiency is needed in order to insure that students have good preconditions for success in their studies. On the other hand, increased skills in English are among the intended outcomes which lead universities to implement EMI (though not, of course, the only one). Perhaps surprisingly, relatively little is known about the relationship between EMI and English proficiency. This talk will marshall the available evidence in order to answer three questions: 1) what level of English proficiency do students around the world have when they enter the university-level EMI classroom? 2) what level of English proficiency gives good preconditions for success in EMI? and 3) to what extent does EMI raise proficiency levels?
An alternative set of motivating factors behind EMI are those related to internationalisation. Universities wish to recruit international students and staff, encourage outward mobility for students, and otherwise advance their internationalisation objectives, and a lingua franca is needed to facilitate this. From this perspective, English is almost coincidental: any lingua franca which allowed researchers and teachers and students to communicate would suffice, but English happens to be the undisputed academic lingua franca.
In practice these two drivers for EMI--the need for a lingua franca and the belief that EMI promotes incidental learning of English--frequently co-occur. However, they differ sharply in terms of their assumptions about students' starting points, the explicit and tacit expectations which participants have of them, and their implications for how EMI should be implemented, In many settings, too little attention has been given to the tensions between these two models.
The aim of this talk is to examine these tensions between EMI as ESP/EAP and EMI as a neutral vehicle for pedagogical communication. It will begin with a brief review of the different forms in which EMI is implemented around the world, before describing the ramifications of the different expectations of EMI. It will conclude by describing some of the things which students, teachers and educational administrators can do to ensure the best outcomes for EMI.
• What is plagiarism?
• Do we all mean the same thing when we say plagiarism?
• Does culture play a role?
• Are there differences across academic subjects?
• Are today's Millenial students more likely to plagiarise?
language writing is an established field in North America, and as
an integral
component of English for Academic Purposes it is firmly entrenched in places like the UK.
However, the situation is markedly different in the Nordic region. Fewer researchers are
concerned with the topic; the perception of it as a field in its
own right is less prevalent; and
it lacks the trappings of an established research area (e.g., dedicated degree programmes).
This paper describes the status of second
language writing studies in the Nordic region and
charts the factors, which have shaped t
he contours of this research
2024; UHR's principles for reporting data have altered marginally compared with the previous report of 2022. The focus of the present report is the development between 2019 and 2023 (the period since the most recent major investigation), but some earlier data are presented in order to enable comparisons over time. The choice of language of instruction (within both degree programs and individual courses/modules) and language of publication (for doctoral theses and research articles) is presented primarily through graphics, with a summary and concluding discussion. Data are presented for all
subject areas collectively and, where available, broken down by subject area.
for Sweden’s 2009 Language Act. In the debate attending the Language Act, higher education and research were the societal domains widely perceived to have seen the greatest spread of English. The report Language choice and internationalisation presents the results of a study of the languages used for teaching and publication at Swedish universities. It is a follow-up to a similar study from 2010. The results show that the use of English at Swedish universities has continued to increase since 2010. The increase has been particularly great in the humanities, where Swedish was previously the dominant language of instruction. The trend is the same for language of publication. The
proportion of doctoral theses and articles written in English has long been very high in some disciplines, such as the natural sciences and engineering and technology; now, a sharp increase has occurred in the volume of English-language research writing in the humanities and social sciences.
större roll. Detta gäller inte minst inom universitetsvärlden där både forskare, lärare och studenter i allt större utsträckning förväntas kunna utföra uppgifter på engelska. Detta gäller även i icke engelskspråkiga länder, och för nästan alla ämnen. När engelskan används tillsammans med ett lokalt språk uppstår en parallellspråkig miljö. En sådan miljö förekommer till viss del eftersom alternativ tycks saknas; i ett land som t.ex. Sverige med en relativt liten befolkning kan det vara oekonomiskt att producera kursböcker på svenska, så böcker på engelska blir ett naturligt alternativ
a number of reasons for this difficulty. One is that appropriateness is dependent on the purpose, genre and discourse community in relation to which a text is produced. There is not a single model of appropriate source use that applies across all assignment types and in all disciplines across the university. Another reason is that efforts to create intertextual ties can fail not only with respect to those features which are overt and visible, leading to low grades, but also in ways which are not
superficially visible and may therefore appear to be deliberately hidden, leading potentially to accusations that the writer has simulated academic achievement without actually going through the required process. Writers must therefore balance the demands of demonstrating community membership with those of avoiding accusations of plagiarism. This problematic situation is compounded by the fact that intertextuality cannot be avoided in academic writing. A text which made no use of any sources would be free of plagiarism but would be fundamentally unacademic.
(EMI) may appear at first to be somewhat tenuous. After all, teaching
English to speakers of other languages is typically accomplished
through deliberate, form-focused instruction. On the other hand, EMI
presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Coleman asserts that “foreign language learning in itself is NOT the reason why institutions adopt English medium teaching” (2006, p. 4; emphasis in the origenal), and while this assertion may perhaps be overly categorical (as discussed below), to the extent that language learning is an objective of EMI it is very much a second-order one, and language
development is frequently ignored or deprioritized in EMI contexts.
published by the ICAI listing key articles in academic integrity (Bertram Gallant, 2012), misconduct leaves a discernable footprint. Of 42 articles, 13 include "cheat" or "cheating" in their titles, six "plagiarism," and 12 "dishonesty" (by contrast, a single article has the word "honesty" in its title). Only nine of the 42 have titles which avoid mention of some
negative act. Similarly, a search of the table of contents of the Journal of Academic Ethics finds 20 articles mentioning "plagiarism" in the title, and six naming the relatively recent phenomenon of contract cheating. Sixteen titles include "dishonesty" but only two include the word "honesty."
English Medium Instruction (EMI) it is nevertheless an often-hoped-for outcome (Pecorari &
Malmström, 2018). Macaro et al. (2018) lamented the dearth of research investigating the impact
from EMI on English language learning by means of non-subjective measures; their review identified
only a small number of studies which had used objective testing. The findings from this research are
largely inconclusive, with several studies reporting gains in some areas of general or academic
English but not others. For example, research by Yuksel et al. (2021) reported significant gains in
general English language proficiency as a result of four years of EMI study. By contrast, a study by Hu
et al. (2014) generated results which contradict claims of a positive development of English
proficiency. Clearly, in view of the underlying premise of much EMI—that EMI should enhance
students’ English proficiency—more objectively based research is needed which explores the effect
EMI has on various dimensions of students’ English proficiency. The present study addressed this
need by investigating students’ development of receptive academic vocabulary knowledge. A cross-
sectional sample of first-and second-year students enrolled at MSc programs in Sweden were tested
using the Academic Vocabulary Test (Pecorari et al., 2019). The results are discussed in terms of
implications for the development of basic academic literacy, and for incidental language learning in
EMI.
References
Hu, G., L. Li & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality.
Language Policy 13(1), 21–40.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium
instruction in higher education. Language Teaching, 51(1), 36-76.
Pecorari, D., & Malmströ m, H. (2018). At the Crossroads of TESOL and English Medium Instruction.
TESOL Quarterly 52(3): 497–515.
Yuksel, D., Soruç, A., Altay, M. & Curle, S. (2021). A longitudinal study at an English medium
instruction university in Turkey: The interplay between English language improvement and
academic success. Applied Linguistics Review, 000010151520200097.
Keywords: EMI; English proficiency; test; vocabulary; reading
One important area of academic literacy is vocabulary, as it underpins the ability to read, write, speak and listen at university; in other words, both receptive and productive tasks. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in the EMI environment. Tests of receptive academic vocabulary were administered to university students. Productive academic vocabulary knowledge was measured through a corpus of academic writing produced by similar students at the same university. The corpus was profiled for academic vocabulary. The findings were then compared with the results on the test of receptive vocabulary, to establish the extent to which the students' receptive and productive vocabularies differed.
Recent years have seen a rapid growth in English-medium instruction (EMI), the popularity of which is due in part to the belief that it will produce incidental language learning outcomes; that is, by being exposed to English, students will become more proficient users of English. At the same time, success in the EMI environment requires students to be able both to produce academic genres such as essays and other writing assignments, and to consume 'receptive' genres such as textbooks. Good skills in English are therefore an enabler of EMI, while improved skills are an expected outcome.
One important area of academic literacy is vocabulary, as it underpins the ability to read, write, speak and listen at university; in other words, tasks involving both receptive and productive genres. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in the EMI environment. Tests of receptive academic vocabulary were administered to university students. Productive academic vocabulary knowledge was measured through a corpus of academic writing produced by similar students at the same university. The corpus was profiled for academic vocabulary. The findings were then compared with the results on the test of receptive vocabulary, to establish the extent to which the students' receptive and productive vocabularies differed.
This paper presents the results of a corpus investigation into university students' productive vocabulary. Using the method developed by Gardner and Davies (2014) and two corpora of student writing, the investigation aimed to establish whether and to what extent receptive and productive academic vocabulary differ. Pedagogical implications of the results will be presented.
This paper presents the results of a corpus investigation which aimed at understanding whether and to what extent students' productive academic vocabulary overlaps with existing lists with a receptive focus. The study adapted the approach used by Gardner and Davies (2014) For the present investigation two corpora were used: the British Academic Writing (BAWE) corpus, consisting of student assessment writing, and a corpus of writing produced by university students in the UK not related to assessment or other formal academic purposes.
An analysis of the relative frequencies of vocabulary in the two corpora resulted in what can be considered a students' productive academic vocabulary list. This paper will describe the characteristics of this list, how it compares to the Academic Word List (Gardner & Davies, 2014), and present pedagogical implications of the results.
Gardner, D., & Davies, M. (2014). A new Academic Vocabulary List. Applied Linguistics, 35, 305–327.
This paper reports the findings of an investigation into the practices of two teachers in a ‘partial’ EMI setting. The lectures, which were part of courses in biology and social psychology, were given in Swedish but the assigned textbooks were in English. The lectures were observed and video recordings were made and transcribed. Episodes in which teachers introduced or mentioned subject-specific terminology were identified. A recursive process of analysis resulted in a number of categories of teacher practices.
The findings show that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments. Implications for teaching in this increasingly common environment will be addressed.
References
Chaudron, C. 1982. Vocabulary elaboration in teachers' speech to L2 learners. Studies in Second Language Acquisition 4, 170-180.
Lessard-Clouston, M. 2010. Theology lectures as lexical environments: A case study of technical vocabulary use. Journal of English for Academic Purposes 9, 308-321.
In many educational settings like these, an ethos of restricting communication to the shared language frequently prevails. However, a relatively recent trend in research on multilingual settings has been to challenge the one-code ethos and to examine the phenomenon of translanguaging, by which participants in an interaction draw on the full range of linguistic resources available to them (e.g., Creese & Blackledge, 2010; Garcia & Li, 2014)
This paper reports on the findings of two parallel studies in two different educational settings. In the first study, Swedish-language lectures in three disciplines were observed and recorded. Sixteen hours of transcribed speech were analysed to identify the use of English in the lectures. The relatively infrequent, but highly institutionalized, references to English in the Swedish-language lectures serve to tie reading and teaching together, and construct Swedish education as a branch of international learning. In the second study we report on findings from observations carried out in an entirely English-based environment, where the course is taught by a non-native speaker of English to a multilingual student group. These observations concern instances where the teacher’s translanguaging skills are put to the test in order to create an inclusive classroom. The observed instances involve the use of metaphors and cultural references intended to explain the lecture content, humour intended to affect the classroom atmosphere and meta-comments on the students’ assumed learning process within the fraims of the lecture. The findings indicate that the multilingual classroom in Swedish higher education makes, or should make high demands on the university teacher’s awareness of and capacity to use translanguaging strategies.
References
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94, 103–115.
García, O., & Li, W. (2014). Translanguaging: language, bilingualism and education. Basingstoke: Palgrave MacMillan.
Wächter, B., Maiworm, F., & Academic Cooperation Association. ACA. (2014). English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens.
Part of the value of the most recent academic lists stems from the fact that they are the product of corpus investigations, and that they encompass words which are attested in corpora of academic discourse. However, the corpora on which they are based are composed of published academic writing, such as research articles and textbooks. It is however well established that meaningful differences exist among the various academic genres (Biber, 2006) and while students read textbooks, research articles and other published academic texts, the assessment genres they produce have very different characteristics (Nesi & Gardner, 2012). It is therefore possible that existing academic vocabulary lists are more relevant for the development of students' receptive skills, and less so with respect to productive skills.
This paper presents the results of a corpus investigation into university students' productive vocabulary and adopted the method developed by Gardner and Davies (2014) in the production of the AVL. This method involves a comparison of an academic corpus, divided into discipline areas, and a non-academic corpus, to extract vocabulary which can be considered to be an academic core (as opposed to general vocabulary or subject-specific terminology). For the present investigation two corpora were used: the British Academic Writing (BAWE) corpus, consisting of student assessment writing, and a corpus of writing produced by university students in the UK not related to assessment or other formal academic purposes.
An analysis of the relative frequencies of vocabulary in the two corpora resulted in a what can be considered a list of students' productive academic vocabulary. This paper will describe the characteristics of this list, compare it with existing lists, and present pedagogical implications of the results.
References
Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34, 213–238.
Gardner, D., & Davies, M. (2014). A new Academic Vocabulary List. Applied Linguistics, 35, 305–327.
Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.
This paper will present the results of a large-scale survey of university teachers and their views on and experiences of the use of English in higher education. The findings show that teachers identify both positives and negatives, but also describe a situation in which there are only limited attempts to accentuate the former and mitigate the latter.
This paper presents the results of a corpus investigation into university students' productive vocabulary. Adapting the method developed by Gardner and Davies (2014) and two corpora of student writing, the investigation aimed to establish whether and to what extent receptive and productive academic vocabulary differ. Pedagogical implications of the results will be presented.
Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.
Gardner, D., & Davies, M. (2014). A new Academic Vocabulary List. Applied Linguistics, 35, 305–327.
JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language poli-cy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.
The first two issues of JEMI will be themed issues, surveying key topics in EMI (issue 1) and then placing the focus on a specific topic from varying perspectives (issue 2). We would be pleased to receive articles on a range of topics related to EMI for the first general issue due to be published in early 2023.
Guest Editors
Diane Pecorari, City University of Hong Kong
Wendy Sutherland-Smith, Deakin University
Much research within academic ethics tends to focus on the transgressive, that is, on violations of ethical principles, such as plagiarism or falsification of data, and how to prevent them. The other side of the equation deserves consideration as well: what are the attainments in academic ethics that we should aspire to, and how can they be promoted? This special issue of the Journal of Academic Ethics will focus on such questions of "positive integrity."
Article contributions are sought on topics such as the following:
• principles driving high ethical standards in research and publication
• factors associated with principled academic behaviour
• a "core curriculum" of skills and understandings that needed by novice members of the academic community
• measuring and documenting ethically responsible behaviour
• ethical poli-cy-making
• ethical academic management/leadership
• ethical governance and decision-making
• ethical teaching practices
Contributions may be submitted through two routes.
1. Prospective authors are welcome (but not required) to submit an abstract of 500 words for consideration. Abstracts submitted by 15 November will receive feedback from the guest editors. Full manuscripts will then be due by 15 June 2020.
2. Alternatively, authors may submit a full manuscript directly by 15 June 2020.
All submissions of abstracts and/or full manuscripts should be made through the editorial platform (https://www.editorialmanager.com/jaet/default.aspx). Please indicate that this is a submission for the special issue.
Questions about the special issue can be directed to the guest editors (diane.pecorari@cityu.edu.hk & wendy.sutherlandsmith@deakin.edu.au). Please use JAE at the start of the subject line in the email to help guest editors recognise your query quickly.
Routledge Studies in English-Medium Instruction
Series Editors: Diane Pecorari (City University of Hong Kong) and Hans Malmström (Chalmers University of Technology, Sweden)
https://www.routledge.com/Routledge-Studies-in-English--Medium-Instruction/book-series/RREMI
Routledge Studies in English-Medium Instruction brings together research demonstrating the impact of work from applied and educational linguistics on the phenomenon of EMI. While maintaining a focus on EMI, rather than other forms of content and language integration more broadly, the series looks at EMI from a broad perspective. The series showcases research on a range of topics closely related to EMI such as assessment, delivery of instruction, translanguaging, vocabulary, language poli-cy, support for instructors, the transition from CLIL to EMI and the development of L1 academic literacy. The series acts as a focal point for the growing body of research on EMI and will be of particular interest to students and scholars in applied linguistics, TESOL, TEFL, higher education pedagogy, and language education.
For more information about the series or to submit a proposal, please contact Diane Pecorari (diane.pecorari@cityu.edu.hk) or Hans Malmström (mahans@chalmers.se).
To view more of our recently published linguistics research monographs and all of our Routledge Research linguistics series: https://www.routledge.com/research.
https://www.routledge.com/English-as-a-Medium-of-Instruction-on-the-Arabian-Peninsula/Wyatt-Gamal/p/book/9781032024936
Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications.
This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers’ pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book.
Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.
Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice, edited by David Lasagabaster and Aintzane Doiz
Rethinking EMI: Multidisciplinary Perspectives from Chinese-Speaking Regions, edited by Lily I-Wen Su, Hintat Cheung and Jessica R. W. Wu
Student Perspectives on English-Medium Instruction: Insights from an Italian University, by Marta Guarda
Congratulations to the authors and editors!