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 2020 Online Symposium

Transdisciplinary Collaboration in ICLHE and EMI
15-16 October 2020

In light of the health risks associated with the COVID-19 coronavirus and decisions to restrict mass gatherings, the ICLHE Symposium 2020 will be moving to a virtual conference on 15-16 October 2020!

UMONS is proud to confirm ICLHE 2020 and is currently working on a hybrid virtual/onsite experience. Registration fees are being discussed and further details will be communicated in the next few weeks.

This symposium focuses on collaboration between disciplines, in particular the way in which disciplinary content teachers and language specialists collaborate. In a broader perspective, the meshing of content knowledge and an additional language may lead to changes in how content knowledge is co-constructed, therefore redefining teacher identity, roles and expectations. The symposium aims to address the following questions: Does interdisciplinary collaboration influence whether ICLHE or EMI programmes are inclusive? Does teacher collaboration in EMI have an impact on self-awareness and self- reflection? Are potential actors or participants sidelined or excluded? In what way does the student’s role enhance ICLHE or EMI programmes? How does the student perceive both language experts’ and content teachers’ roles in EMI? How can interdisciplinary collaboration enhance the student’s role?

Confirmed Keynote Speaker: Professor Laurence Ris, Professor of Neuroscience at the Université de Mons – Friday 16 October 2020

NEW: Young Scholar Selection Award

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Call for Special Issue

Call for Special Issue of
Journal of

English-Medium Instruction
Autumn 2022

The Journal of English-Medium Instruction (JEMI) announces a call for a 2022 special issue. The purpose of the special issue is to bring together contributions (full papers as well as other types of contributions) 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 of 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 policy, 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 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 include

  • A provisional title for the issue.
  • The names and CVs of the proposed guest editor(s), along with a half-page biographical note detailing previous editing experience for each.
  • A draft call for papers, including indicative topics and a timeline

The deadline for proposals is September 1, 2020. 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.

Special Issue Proposal Schedule

Submission Deadline: 1 September 2020

Notification of Acceptance/Rejection: 1 November 2020

Anticipated publication date: Autumn 2022

Please send any inquiries to JEMI’s Editors-in-chief Diane Pecorari, diane.pecorari@cityu.edu.hk and Hans Malmström, mahans@chalmers.se

Geert Hofstede 1928-2020

Geert Hofstede, who died on 12 February 2020, was renowned worldwide for his work on cultural dimensions and for his pioneering work on national cultures and organizational cultures. The six dimensions have become widely known, power distance, individualism vs. collectivism, uncertainty avoidance, masculinity vs. femininity, indulgence vs. restraint, and long-term orientation. His seminal books, Culture’s consequences (1980, 2nd ed. 2001) and Cultures and organizations: Software of the Mind (1991, 3rd ed. 2010). His work has yielded important insights and uses in many disciplines, from organization to psychology, business studies to linguistics, cultural studies to management and marketing.

Geert Hofstede was also influential in our own transdisciplinary network. The ICLHE Association aims at integrating insights at the interface between disciplines and language, and it owes its existence to the phenomenon of content-driven courses and degree programmes in higher education through the medium of an additional language. Hofstede was the educational innovator who had the vision in 1985 to start a programme in international management through the medium of other languages. His original idea was that Dutch students would learn through English and either French or German. The programme that began at Maastricht University in 1987 involved students following courses first in Dutch, then in English in Maastricht and in French at the Université de Liège and German at the Rheinisch-Westfälische Technische Hochschule Aachen (RWTH Aachen University). For various reasons this innovative quadrilingual programme became limited fairly quickly to just English. Hofstede’s progamme, which was one of the first to offer English-medium instruction at bachelor’s level, turned out to be a major success and served as a model for other programmes, not just at Maastricht but at other universities in the Netherlands, Europe and elsewhere. Geert Hofstede can be seen as a pioneer for the ICLHE Association and for English-medium instruction at universities.

Geert Hofstede’s major research work was conducted during his employment at IBM where he founded the Personnel Research Department. This enabled him to conduct his comparative research in the company among many sales departments where the jobs were identical, but the national cultures differed. For several years in the 1970s and 1980s he taught at IMEDE (now IMD) in Lausanne and also at INSEAD (Fontainebleau). One of his experiences from this time was when he taught an identical course in French and in English. He noticed that some English native speakers opted for the French course while some French native speakers took the opposite option. He related how organizational culture can interact with national culture, in that the English speakers on the French course behaved and responded more like French speakers while the opposite occurred with French speakers on the English programme.[1] He observed that the language of instruction does have an effect on participants’ behavior, which is relevant for any institution offering programmes in additional languages.

ICLHE was delighted that Geert Hofstede gave the opening plenary at the first ICLHE conference in 2003, entitled “Culture and language”. It is worth reminding ourselves of some of the key points he made – they are still valid. He urged interdisciplinary collaboration because “scientists of different corridors of the university rarely talk to each other.” He concluded with the need to start by understanding our own cultural values “because those are the ones we always carry with us, wherever we go in the world.” Then we may be able to recognize “the values of others without immediately talking in terms of good and evil.”

In 2013 Geert Hofstede visited ICLHE for the last time when he gave a warmly received after-dinner speech “Seven deadly sins of the multicultural world”.

ICLHE will remember Geert Hofstede warmly, appreciating the ground-breaking work of this innovative pioneer and his continuing influence on our burgeoning field. We are indebted to him and thank him deeply. Our condolences to his wife Maaike and his family.

Bob Wilkinson
16 February 2020

[1] I don’t think Hofstede wrote up an account of these experiences.

ICLHE Spain Regional Group Symposium

November 5th 2020
(new date in light of the covid-19 pandemic)

Universitat de Lleida

The ICLHE Spain Regional Group is organizing its first RG symposium.  We will have presentations and panel discussions with expert researchers and practitioners. There will also be plenty of time for you to network and discuss your research and teaching contexts to help shape the future of ICLHE in Spain.

Sessions include:

  • Presentations on research projects in ICLHE/EMI based in the Spanish setting, and stakeholders’ views – both content and language experts.
  • A Roundtable discussion on issues particularly relevant to the ICLHE/EMI field in Spain and implications for EMI training, EAP/ESP practices and curriculum and policy planning.
  • A PhD corner where students researching in this field in the Spanish setting can present their on-going research.

Provisional timetable

November 4th

20:30   Wine Reception sponsored by the Universitat de Lleida

November 5th

9:00 Opening and keynote speaker

Dr David Block (ICREA and Universitat Pompeu Fabra) “A critical look at emergent HE STEM lecturer identities in English-medium education: Food for thought”

10:20   Round I: presentations

11:40   coffee break

12:00   PhD corner

13:00   Round II: presentations

14:20   lunch

15.30 – 16.15 Content lecturers’ voices in ICLHE/EMI

16-15 – 17.30 Round III: (6 presentations)

17.30 – 18.30 Round table


Call for PhD abstracts:                                          

There is also a special “Call for Papers” for PhD students working in the area of English Medium Instruction and Integrating Content and Language in Higher Education. If you know PhD students in your institution who are working in this field, then please bring this call to their attention.

As part of our endeavour to support student participation, ICLHE Spain will award 3 travel/ accommodation grants (of EUR 250 each) to student speakers at the 2020 ICLHE Spain Symposium which will take place at Universitat de Lleida, Lleida on 5th November 2020.

If you are a PhD student and would like to give a presentation at this symposium, submit your title and abstract (250-300 words, excluding references) by email to xabierm@dal.udl.cat with the subject line “ICLHE2020_PhDCorner” in the email. The presentation, for which you will have 15 minutes (+ 5 minutes for Q&A), should deal with (a part of) your PhD project and fit the topic of EMI/ICL in Spanish higher education.

The “PhD speaker Selection Committee” will choose the 3 speakers and will then inform all applicants.

Call for papers: English Medium Instruction (EMI) Teacher Training in Higher Education

Alicante Journal of English Studies (Revista Alicantina de Estudios Ingleses)

CALL FOR PAPERS Special Issue: English Medium Instruction (EMI) Teacher Training in Higher Education

Teresa Morell (University of Alicante, Spain)
Ksenia Volchenkova (University of South Ural, Russia)

Abstract submission deadline: January 31, 2020

Microsoft Word – CFP EMI Teacher Training in HE – RAEI Special Issue.docx

The ever-increasing phenomenon of EMI in non-Anglophone universities throughout the world has brought many challenges to stakeholders. Among these are providing teachers, who switch from teaching in their mother tongue to English, with needed linguistic, pedagogical and intercultural training. In this RAEI special issue, we call for research articles that will support university authorities, teacher trainers and trainees to implement: training programs, methodologies, strategies and ‘best practices’ for EMI teacher training in Higher Education.

In addition to research articles, proposals for book reviews of recent publications related to the field of EMI teacher training in Higher Education, are also welcome.

To find out more, please read the CfP below:

New Book: Teacher Training for English-Medium Instruction in Higher Education by Maria Del Mar Sanchez-Perez (ed.)

English-medium instruction (EMI) has become a pervasive teaching model in recent higher education. The implementation of EMI programs requires changes in university teaching methods since most lecturers need to adapt their contents and the way they teach them to successfully work in foreign language environments. The rapid proliferation of such programs has resulted in concern among teaching staff, who have felt pushed towards teaching their subject content through a non-native language with little or no previous training. As a result, many recent studies have highlighted the importance and urgency to train teaching staff in terms of language proficiency and the appropriate teaching methods, techniques, and strategies to be applied in EMI lessons.

Teacher Training for English-Medium Instruction in Higher Education is an academic research publication that provides comprehensive research on effective approaches and experiences in teacher training for EMI at universities both in terms of language skills and teaching methodologies and that analyzes the design and development of comprehensive teacher training programs that successfully engage these EMI programs. It has profound implications for the development of the international profile of higher education institutions as it provides information on how to train highly-qualified lecturers to successfully teach students from different nationalities. Featuring a wide range of topics such as assessment, curriculum design, and learning styles, this book is ideal for pre- and in-service teachers, language specialists, content specialists, administrators, deans, higher education faculty, researchers, practitioners, curriculum designers, policymakers, academicians, and students.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Assessment
  • Classroom Management
  • Curriculum Design
  • English-Medium Instruction (EMI)
  • Higher Education
  • Language Acquisition
  • Learning Styles
  • Lesson Planning
  • Pedagogy
  • Policy
  • Teacher Collaboration

You can access the webpage below:

Additionally, to ensure this publication is an affordable resource for you, your colleagues, and students, you can apply on an exclusive 40% contributor discount on this book. Simply use the coupon code IGI40 during the checkout process to take advantage of this offer. Note: This discount can only be used when ordering directly through www.igi-global.com.


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