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

ICLHE 2020 Symposium

We are pleased to inform you that the next ICLHE AGM and Symposium will take place at Université de Mons (Belgium) on October 15-16, 2020. 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?

ICLHE East Asia Regional Group Symposium, January 2020

Join the ICLHE East Asia Regional Group on Saturday 18th January 2020 at Gakushuin University, Tokyo for an informal day discussing integrating content and language in higher education (ICLHE), EMI and CLIL. 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 Japan and East Asia. 
Sessions include: 

  • Presentations on student experiences in EMI, faculty members’ views of EMI, and learner interaction in the CLIL classroom
  • Panel discussions with practitioners about success in ICLHE in Japan, and with content teachers about their perspectives on EMI and COIL
  • Roundtable discussions on faculty training for EMI, and EAP to EMI curriculum planning


12th Nordic Conference on Bilingualism at Stockholm University, 10-12 June 2020

The organizers invite proposals for presentations at The 12th Nordic Conference on Bilingualism (NCB12), to be held in Stockholm, Sweden, June 10–12, 2020. The conference is organized by the Centre for Research on Bilingualism, and the venue will be Campus Frescati, Stockholm University.
Click here for website.

Colloquium: Integration, Innovation, Inclusion – Porto, March 20-21, 2020

The 2nd International Colloquium  ‘Integration, Innovation and Inclusion’ in CLIL will take place at the Faculty of Arts and Humanities, University of Porto, Portugal on March 20 & 21, 2020. The call for workshops and posters has been extended to 1 December 2019. Click on link to see the call.
Colloquium site:

EMI/CLIL Train the Trainer course, Utrecht (NL), July 2020

Rosie Tanner, ICLHE member, is running an EMI/CLIL Train-The-Trainer course, for participants to learn to facilitate CLIL development in others. It will be given at Utrecht University in the summer of 2020 (13-24 July). For detailed information and how to apply click this link. If you would like to read about the course in more detail, there is a link to Rosie’s brochure.

AELFE-TAPP 2020 Conference

AELFE-TAPP 2020 is a joint conference of AELFE (European Association of Languages for Specific Purposes) and TAPP (Trans-Atlantic and Pacific Project), a virtual exchange network.
Date: 8-10 July 2020
Venue: Universitat Politècnica de Catalunya at Vilanova i la Geltrú (Barcelona, Spain)

We’re currently accepting proposals on languages for specific purposes and/or virtual exchange.

The general conference theme is: “Multilingual academic and professional communication in a networked world”.
In particular, ICLHE members may be interested in submitting to the panel on EMI/CLIL. In particular, participants are encouraged to connect the topics in the thematic panels to broader issues, such as the interplay between EMI and ESP, EMI/ESP training or the role of ESP in the context of increasingly internationalized university settings.

Deadline for proposals: 31 October 2019.

Conference website: AELFE/TAPP 2020

Call for Contributions to Thematic Number of European Journal of Language Policy (EJLP)

Internationalisation and English medium education: language, policy and practice, edited by Ute Smit and Patrick Studer

Internationalisation of Higher Education (IoHE) has received much attention over the past twenty years, both as an object of policy-making and a subject of theoretical scrutiny. While the ‘Englishization’ (Coleman 2006) of higher education has formed a central and exponentially increasing element of internationalisation, the transformative impact of this development on teaching and learning is often not given full recognition. There is now an increasing body of research into what has been labelled diversely as English-Medium Instruction (EMI), Integrating Content and Language in Higher Education (ICLHE) or English Medium Education in Multilingual University Settings (EMEMUS) (Wilkinson 2017, Dafouz and Smit 2016). While studies emerging from these research activities focus on a variety of linguistic or pedagogical topics, they tend to offer only fragmentary snapshots of what in fact are long-term and complex language-in-education policy developments linked to local internationalising processes. Further research is needed to describe and critically review the discourses and processes underlying language-in-education policy developments leading to particular English-medium practices.

This volume wishes to address the resulting research gap by (a) foregrounding critical evaluations and assessments of established English-medium educational practices at or across particular HEIs that are (b) thoroughly embedded in recent theorising, taking account of language-in-education policies (LEP) and language as an integral component of internationalisation.

The editors invite papers that explore one or several of the questions below:

o To what extent are internationalisation policies and English-medium educational policies convergent or divergent? How are language and communication conceptualised through the lens of internationalisation? How do these conceptualisations inform and reflect stakeholder views and English-medium education in practice?
o To what extent are institutional visions and missions reflected (or not) in policies, their implementation and subsequent educational practices? What are the gaps between policy on paper, its implementation and resulting educational practices and how do they develop over time? What institutional learning processes can(not) be observed?
o What conceptualisations of language in general and English in particular are noticeable/integral to English-medium educational policies and practices? Under which circumstances is English (or other languages) conceptualised as a commodity or tool, a specific register, as an integral element of knowledge and communication in teaching and learning? How is (which) English positioned sociolinguistically?
o What roles are played by specific social actors at which stage of policy planning and implementation? Who are the responsible agents for shaping specific language conceptualisations connected to English-medium educational practices?

The journal invites contributions to a thematic number of the journal, planned for Autumn 2021. Proposals should be sent in the form of an abstract (up to 300 words) and a curriculum vitae (up to 2 pages) to the Editor, Prof Michael Kelly ( by Friday 1 November 2019. Manuscripts may be in English or French and will be required by 31 March 2020. (Note: Submission date for proposals has now been extended to Friday 8 November 2019).

The European Journal of Language Policy/Revue européenne de politique linguistique is a peer- reviewed journal published by Liverpool University Press, in association with the Conseil européen pour les langues/ European Language Council. It has appeared twice yearly since 2009, with a record of rapid review and dissemination.

The journal aims to address major developments in language policy from a European perspective, regarding multilingualism and the diversity of languages as valuable assets in the culture, politics and economics of twenty-first century societies. The journal’s primary focus is on Europe, broadly understood, but it is alert to policy developments in the wider world.

Abstracts of articles will be provided in English and French. Materials may be derived from or refer to texts in other languages. Further details including authors’ guidelines and code of conduct, can be consulted at:

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