ICLHE Publications

ICLHE has published several books of collected papers since 2003, one of which is only in e-book form. These books are all still available, please contact info@iclhe.org if you want to purchase a copy.


Block, D. & Moncada-Comas, B. (2019): English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1689917

Cammarata, L. & Ó Ceallaigh, T.J. (eds.) (2020). Teacher development for immersion and content-based instruction. Benjamins.

Doiz, A. & Lasagabaster, D. (2021) An analysis of the use of cognitive discourse functions in English-medium history teaching at university. English for Specific Purposes 62:58-69.

Lasagabaster, D. & Doiz, A. (Eds.). (2021) Language use in English-medium instruction at university: International perspectives on teacher practice. Routledge. ISBN: 978-0-367-68178-4 https://www.routledge.com/Language-Use-in-English-Medium-Instruction-at-University-International/Lasagabaster-Doiz/p/book/9780367681807

Lasagabaster, D. Doiz, A., Gómez Lacabex, E. & Kopinska, M. (2021) Learning history in English: Language-related materials for students. Servicio Editorial UPV/EHU. ISBN: 978-84-1319-303-8 https://web-argitalpena.adm.ehu.es/listaproductos.asp?IdProducts=UHPDF203038&titulo=Learning%20history%20in%20English.%20Language-related%20materials%20for%20students

Maíz-Arévalo, C., & Orduna-Nocito, E. (2021) “Developing Intercultural Communicative Competence: A Cornerstone in EMI in-service Training Programmes in Higher Education.” Alicante Journal of English Studies. DOI: 10.14198/raei.2021.34.01

Moncada-Comas B. & Block D. (2019) CLIL-ised EMI in practice: issues arising, The Language Learning Journal, DOI: 10.1080/09571736.2019.166070

Moncada-Comas, B. (2020). Lecturers’ identities and practices in English-medium instruction at a Catalan University: an ethnographic studyhttp://hdl.handle.net/10803/670012

Moncada-Comas, B. (2021). ‘Being a student’ and ‘doing education’: A multimodal analysis of backstage and frontstage interactional episodes in EMI. In: D. Block andS. Khan (eds.) The secret life of English-medium instruction in higher education: Examining microphenomena in context. Series Routledge Focus on English Medium Instruction in Higher Education. London: Routledge. 

Nashaat-Sobhy, N, & Sánchez-Garcia, D. (2020). Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings. JOURNAL FOR THE PSYCHOLOGY OF LANGUAGE LEARNING2(2). Retrieved from https://jpll.org/index.php/journal/article/view/32 

R. Wilkinson & Zegers, V. (eds.) (2007). Researching the Integration of Content and Language. Maastricht: Maastricht University. ISBN 9789056252694 (pp. 1-255)

Rivera Trigueros, I. & Sánchez Pérez, M.M. (2020). Classcraft as a Resource to Implement Gamification in English-Medium Instruction. En M. M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education, (pp. 356-371). Hershey, PA: IGI-GLOBAL. ISBN: 9781799823186.

Salaberri Ramiro, M.S. & Sánchez Pérez, M.M (2020). Job Shadowing as a Training Tool for Lecturers in Higher Education Bilingual Teaching. En M. M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education, (pp. 275-297). Hershey, PA: IGI-GLOBAL. ISBN: 9781799823186.

Salaberri Ramiro, M.S. & Sánchez Pérez, M.M. (2018). Motivations of Higher Education Students to Enrol in Bilingual Courses. Porta Linguarum, Monograph III: 61-74.

Sánchez Pérez, M.M & Salaberri Ramiro, M.S. (2017). Implementing Plurilingualism in Higher Education: Teacher Training Needs and Plan Evaluation. Porta Linguarum, Monograph II: 139-156.

Sánchez Pérez, M.M, & Galera Masegosa, A. (2019). Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University. En A. Andújar (Ed.), Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning, (pp. 246-264). Hershey, PA: IGI-GLOBAL. ISBN: 9781799810971.

Sánchez Pérez, M.M. (2021). Predicting Content Proficiency through Disciplinary Variables in English-Medium Writing. System, 97, 1-24. https://doi.org/10.1016/j.system.2021.102463

Sánchez Pérez, M.M.(2020). Teacher Training for English-Medium Instruction in Higher Education. Hershey, PA: IGI-GLOBAL. ISBN: 9781799823186.

Sánchez-García, D. & Nashaat-Sobhy, N. (2020). TESOL through the reflections of transnational EMI lecturers. In Barnawi, O.Z., & Ahmed, A. (Eds.). TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects (1st ed.) (pp. 172-187). Routledge. https://doi.org/10.4324/9781003008668

Valcke, J. & Wilkinson, R. (eds.) (2017). Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Frankfurt am Main: Peter Lang. ISBN 9783631681268 E-ISBN 9783653072631 (E-PDF) (pp. 1-259)

van Leeuwen, C.  & Wilkinson, R.  (eds.) (2003). Multilingual Approaches to University Education: Challenges and Practices. Nijmegen: Valkhof Pers. ISBN 9056251600 (pp. 1-189)

van Leeuwen, C., Wilkinson, R. & Zegers, V. (eds.) (2006). Bridging the Assessment Gap in English-Medium Higher Education. Bochum: AKS-Verlag (Series FLF no. 40). ISBN 3925453490 (Germany); ISBN 9056252291 (Netherlands) (pp. 1-298)

Wilkinson R & Walsh, M. L.  (eds.) (2015). Integrating Content and Language in Higher Education: From Theory to Practice. Frankfurt am Main: Peter Lang. ISBN 9783631657263 E-ISBN 9783653051094 (E-Book) (pp. 1-341)

Wilkinson R. & Zegers, V. (eds.) (2008). Realizing the Integration of Content and Language. Maastricht: Maastricht University. (e-book)  (available here)

Wilkinson, R. (ed.) (2004). Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education. Maastricht: Maastricht Universitaire Pers. ISBN 9052784191 (pp. 1-591)


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