Robert Wilkinson, Maastricht University, Netherlands. I have been working at Maastricht University, the Netherlands, since 1984. An applied linguist, I was a member of the team under Prof. Geert Hofstede that started the first complete English-medium degree programme in the mid-1980s. Successful experience with this degree led to my involvement in the design and implementation of many other programmes in a wide range of disciplines, with a focus on language competences and instructional design to facilitate the learning of both content and language. The experience of Maastricht University stimulated me to publish on the process of instructional change from Dutch-medium to bilingual instruction to English-medium. In 2003, I initiated the ICLHE conference series, which has eventually led to the ICLHE Association and a series of publications. Although in phased retirement, I continue to work for Maastricht University, currently as visiting research fellow, and pursue various research projects on aspects of ICLHE and English-medium instruction.
Patrick Studer, ZHAW, Switzerland.
I am a Professor at the School of Applied Linguistics in ZHAW Zurich University of Applied Sciences, Switzerland. Over the past ten years, I have coordinated various research and teacher training projects in the area of English-Medium Instruction and Internationalization in Higher Education. I take a particular interest in language sociological questions, especially in language ideologies and attitudes. Selected publications include Internationalizing Curricula in Higher Education: “Quality and Language of Instruction” (Swiss Journal of Applied Linguistics 2018); “Ideological Conceptualizations of Language: Discourses of Linguistic Diversity” (Peter Lang 2013), “Linguistic Diversity in Europe: Current Trends and Discourses” (de Gruyter Mouton 2012).
Responsibility: Association secretary
Ute Smit, University of Vienna, Austria.
I am an Associate Professor at the Department of English Studies, University of Vienna, Austria. My main research interest lies in English (as medium of instruction) in (higher) education from the perspectives of CLIL/ICL, English as a lingua franca, classroom discourse, participant beliefs and language policy research. My publications include “Conceptualising Integration in CLIL and Multilingual Education” (Multilingual Matters, 2016), “English as a Lingua Franca in Higher Education” (de Gruyter, 2010), and “Language Use and Language Learning in CLIL Classrooms” (Benjamins, 2010).
Responsibility: Finance and Membership.
Other Board members
Joyce Kling, University of Copenhagen, Denmark. I am an Associate Professor at the Department of English, Germanic and Romance Studies at the University of Copenhagen. My main area of research is primarily with English medium instruction (EMI) and the international classroom with a focus on the assessment and training of lecturers for EMI, as well as providing support for both staff and students across the curriculum for the challenges of teaching and learning through a foreign language in higher education. I teach courses in English studies and Applied Linguistics.
Responsibility: SIGs and Regional Groups.
Inmaculada Fortanet-Gomez, University Jaume I, Spain.
I am a Professor at the Department of English Studies, Universitat Jaume I, Castelló, Spain. Thanks to my position as Vice-rector for Internationalisation, Cooperation and Multilingualism, I have been able to design and apply a Plan for Multilingualism at my university, as well as participate in several fora related to language policy. My research focuses on academic multimodal discourse analysis, and integrated content and language in higher education, as well as language policy research in multilingual contexts. Among my publications I would like to highlight “ESP in European Higher Education. Integrating language and content”, co-edited with Ch. Räisänen (John Benjamins, 2008), and “CLIL in Higher Education. Towards a Multilingual Language Policy” (Multilingual Matters, 2013).
Responsibility: Conferences and Newsletter.
Jennifer Valcke, Karolinska Institutet, Sweden.
I am an Educational Developer and Senior Lecturer for the Unit for Teaching and Learning (Undervisning och Lärande, UoL) at Karolinska Institutet (Stockholm, Sweden). My role includes teaching, training and advising on issues related to sustainable education, intercultural/international education, English-Medium Education (EME) and Content and Language Integrated Learning (CLIL). I provide support and prepare teaching staff for the challenges of the multilingual and multicultural learning space, as well as advise leadership on strategy.
Responsibility: Website and social media.
TJ Ó Ceallaigh, Mary Immaculate College, University of Limerick, Ireland.
I am a teacher educator at Mary Immaculate College (MIC), Limerick where I direct a blended learning ICLHE postgraduate program. My main research interests focus on the pedagogy required for the successful integration of language and content instruction and on teacher development, with particular reference to language immersion contexts. Recent publications include articles in the International Journal of Bilingualism and Bilingual Education, Journal of Immersion and Content-Based Language Education, International Journal of Elementary Education as well as a co-edited volume on teacher education and professional development for immersion and content-based instruction (Journal of Immersion and Content-Based Language Education, 2018). I participate actively in Irish and international immersion communities, serve as a consultant to immersion programs and speak regularly at conferences.
Responsibility: Website and social media.
Former Board member
From 2016 to 2019
Kevin Haines, University of Groningen, Netherlands
I am senior curriculum developer on the University of Groningen’s International Classroom project team. I am also academic coordinator of the EQUiiP Erasmus+ project, a partnership of universities from seven European countries. I have worked in international Higher Education programmes in the Netherlands since 1992, and specialise in guiding teachers and students in small group settings in English Medium Instruction (EMI).