Welcome to ICLHE

The ICLHE is the association for expertise, networking and resources in the integration of content and language in higher education. The aim of the ICLHE association is to promote exchange of opinions, experiences, initiatives and research concerning the interface between content and language in higher education.

ICLHE is open to people in universities and institutes of higher education with an interest in content and language, including people concerned with teaching and learning through a second language, and teaching and learning through a national language to people of migrant or ethnic communities.

ICLHE also welcomes policymakers and researchers in international bodies and professional societies, publishers, representatives of national and international authorities, and others with an interest in the integration of content and language in higher education.

ICLHE has updated its privacy policy.

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ICLHE 2019: Multilingualism and Multimodality in Higher Education

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The 6th ICLHE Conference will take place at Universitat Jaume 1 in Castellón, Spain, on 15-18 October 2019.

The Conference Website is now open, and the Call for Papers has been launched. Extended deadline for submission: 17 February 2019.

Click on the links above.

We look forward to seeing you in Castellón!

 

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Call for papers for the EATAW2019 Conference

Please submit your abstract proposals to EATAW2019 – Academic writing at intersections: Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality .

Deadline for abstract submissions: Jan 18, 2019

Venue: Chalmers University of Technology, Göteborg, Sweden

When: July 2-4, 2019

Theme: The theme of EATAW2019 invites contributions that explore and problematize the possibilities and challenges of academic writing as a place of intersections. Such intersections may include academic writing across and beyond disciplinary audiences as well as the hybridization of academic writing genres.

Other intersections would be: academic writing as a site of intercultural communication, academic writing by translingual writers and in multilingual societies, academic writing in digitalized settings, including digital genres, and blended learning.

Closely aligned with these potential intersections are questions about how academic writing as a discipline and as a higher education activity succeeds in promoting writing development and disciplinary learning at the many various intersections. The full range of formats are yet to be decided but will include both research-oriented contributions and practice-oriented ones.

For more information about the conference, click here.

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XVIII AELFE Congress (Spanish Association of Languages for Specific Purposes ), taking place in Navarra, Pamplona, 20 – 21 June 2019.

CfPs for a Panel entitled Research, practice and teacher professional development in English Medium Instruction, organised within the XVIII AELFE Congress (Spanish Association of Languages for Specific Purposes)

Deadline for abstract submission: March 10

Proposals addressing one or more of the following questions will be considered for inclusion in the panel:

  • How do students’ language levels influence what is possible in EMI?
  • How does the degree of institutional internationalisation influence or change EMI experiences and practices?
  • What factors are needed for sustainable EMI programmes?
  • What is the role of the L1 (or other languages) in EMI settings?
  • What are students’ and teachers’ attitudes towards EMI, and how do they intersect with institutional attitudes or discourses?
  • How has the role of EAP and ESP courses changed, and how can they be adapted to provide more appropriate support for EMI students?

Organisers: Emma Dafouz (Universidad Complutense de Madrid/INTER-LICA Project) and Ruth Breeze  (Universidad de Navarra)

Inquiries and proposals for papers (300 words) should be directed to Ruth Breeze at: rbreeze@unav.es

More information at: 

https://www.unav.edu/en/web/instituto-cultura-y-sociedad/discurso-publico/xviii-congreso-aelfe/call-for-papers

New Book: ENGLISH-MEDIUM INSTRUCTION AND PRONUNCIATION ~ Exposure and Skills Development

 This book offers new insights into the language gains of adult learners enrolled in an English-medium instruction degree programme. It provides longitudinal evidence of the phonological gains of the learners and investigates whether increased exposure to the target language leads to incidental learning of second language pronunciation.

EMI_Pronunciation_Karin_RichterDownload

LINCS 2019: Linking Interdisciplinary Perspectives on Cultural, Professional and Scientific Capacity Building

The University of Latvia are pleased to announce the 4th International Symposium on Language for International Communication to be held in Riga on April 11-12, 2019 in continuation of academic and scientific cooperation started by the three preceding symposiums in 2011, 2013 and 2016.

The symposium aims at bringing together scholars, practitioners and novice researchers representing different areas of linguistics, literature and culture for a discussion on the role of languages in international communication in the contemporary world.

The symposium, organized as a two-day interdisciplinary conference, endeavours to establish links between disciplines concerned with the instrumental use of language in international communication and with the study of its acquisition, the main focus being on linguistic capacity building for international cultural, professional and scientific communication. See Conference website.

Abstract submission

Abstracts of 200 to 250 words should be sent by January 15, 2019

Submit your abstract here (via Google forms)

New book: English Medium Instruction in Multilingual and Multicultural Universities – Academics’ Voices from the Northern European Context

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book:

  • Introduces a topical global issue that is central to the higher education research agenda;
  • Identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts;
  • Captures university lecturers’ experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom.

English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

The book is available for purchase here.

International Conference on Quality of Bilingual Programs in Higher Education

CONGRESO INTERNACIONAL SOBRE LA CALIDAD DE LOS PROGRAMAS BILINGÜES EN LA EDUCACIÓN SUPERIOR

This conference takes place in Huelva, Spain, from 10 to 12 May 2018. It addresses all topics related to quality on bilingual programs in Higher Education, such as educational policies, methodological procedures, language requirements, teacher training and support, etc.

We are delighted to have the following keynote speakers:
DAVID MARSH (University of Jyváskylä, Finland)
DO COYLE (University of Aberdeen, Scotland)
VÍCTOR PAVÓN (Universidad de Córdoba, Spain)
EMMA DAFOUZ MILNE (Universidad Complutense de Madrid, Spain)
DAVID LASAGABASTER (Universidad del País Vasco, Spain)
More information on the website.

English-Medium Instruction in Japanese Higher Education Policy, Challenges and Outcomes

Annette Bradford and Howard Brown have edited a new book on EMI in Japan.

This book examines English-medium instruction (EMI) in Japanese higher education, situating it within Japan’s current policy context and examining the experiences of its stakeholders.

Scholars and practitioners look at EMI from perspectives that include policy planning, program design, marketing and classroom practice.

Purchase your copy here.

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