Publications

ICLHE has published several books of collected papers since 2003, two of which are available as free e-books. All books are all still available, if no purchase information is shown in the details below, please contact us if you want to buy a copy.

The Englishization of Higher Education in Europe

Wilkinson Gabriels Englishization Europe.webp

By Robert Wilkinson and René Gabriëls (eds). 2021. Amsterdam University Press.

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher educational practices of university teachers. A free e-book is available here.

Integrating Content and Language in Multilingual Universities

By Slobodanka Dimova and Joyce Kling (eds). 2020. Springer.

An outcome of the 2017 ICLHE Conference. This volume provides conceptual syntheses of diverging multilingual contexts, research findings, and practical applications of integrating content and language (ICL) in higher education in order to generate a new understanding of the cross-contextual variation. With contributions from leading authors based in Asia, the Middle East, and Europe, the volume offers comparison of contextualized overviews of the status of ICL across the geographic areas and allows us to identify patterns and advance the scholarship in the field. ICL in teaching and learning has become an important consideration in the endeavors to address linguistic diversity at universities, which has resulted from the growing teacher and student mobility around the world. It is available for purchase here.

Integrating Content and Language in Higher Education: Perspectives on Professional Practice

By Jennifer Valcke and Robert Wilkinson (eds). 2017. Pater Lang.

This book offers a collection of original papers showing how higher education institutions have coped with changing the language of instruction. It points out that higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.

Integrating Content and Language in Higher Education: From Theory to Practice - Selected Papers from the 2013 ICLHE Conference

By Robert Wilkinson and Mary Louise Walsh (eds). 2014. Peter Lang.

Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today.

Realizing Content and Language Integration in Higher Education (e-book)

By Robert Wilkinson and Vera Zegers (eds). 2008. Maastricht University Language Centre.

The integration of content and language is a challenge in any form of education. In primary and secondary education the challenge often confronts a single teacher who has to combine both content learning goals and language learning goals. For the learners it is a challenge because they have to cope with not only their unfamiliarity with the content-to-be-learned but also with new language exponents. This collection of papers from the ICLHE conference at Maastricht in 2006 presents examples of how course designers and teachers have attempted to realize the integration of content and language within particular programmes. This book is only available in e-book format here.

Researching Content and Language Integration in Higher Education

By Robert Wilkinson and Vera Zegers (eds). 2007.

Maastricht University Language Centre.

The selected, peer-reviewed papers in this book provide evidence of the worldwide importance of the trend towards integrating content and language learning in higher education, whether it concerns a foreign language, a second language or even the mother tongue as medium of instruction. The selected papers manifest the nature of research that is beginning to be conducted across the world into collaboration between content and language experts, course design and implementation, student experiences, content and linguistic demands within disciplines, as well as the impact on learning.

Bridging the Assessment Gap in English-Medium Higher Education

By Robert Wilkinson, Vera Zegers and Charles van Leeuwen (eds). 2006. Valkhof Pers.

This book offers a broad sweep of language assessment challenges in English-medium programmes not only in European countries, such as the Nordic countries, the Netherlands, the Czech Republic, Hungary, and Wales, but also in South Africa and Thailand. The authors discuss the questions affecting assessment at entry to, during, and exit from English-medium programmes, and the implications for staff. In addition, authors address approaches to and in some cases the neglect of mother-tongue competence in an environment where the linguistic focus of institutions is on English.

Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education

By Robert Wilkinson (ed). 2004. Universitaire Pers Maastricht.

Proceedings of the 2003 ICLHE Conference in five parts: plenaries; context: policy, theory, competence; implementations; assessment, reflection and evaluation; and workshop reports.

Select books by ICLHE members

Beltran-Palanques V. & Bernad-Mechó, E. (eds.) (2024). Current trends in EMI and Multimodality in Higher Education. Routledge. ISBN 978-1032071312

Block, D. & Khan, S. (eds.) (2021). The secret life of English-medium instruction in higher education: Examining microphenomena in context. Routledge Focus on English Medium Instruction in Higher Education. ISBN 978-0367610623

Bradford, A. & Brown, H. (eds.) (2018). English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Multilingual Matters. ISBN 978-1783098965

Cammarata, L. & Ó Ceallaigh, T.J. (eds.) (2020). Teacher development for immersion and content-based instruction. Benjamins. ISBN 978-9027207487

Costa, F. & Mariotti C. (eds.) (2023). Input in English-medium instruction. Routledge. ISBN 978-1032192642

Dafouz, E. & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan. ISBN 978-3-030-23462-1

Dafouz, E. & Smit, U. (eds.) (2023). English-medium education across multilingual university settings: applications and critical evaluations of the ROAD-MAPPING Framework. Routledge. ISBN 978-1032045757

Doiz, A., Lasagabaster, D. & Sierra, J.M. (2012). English-medium instruction at universities: Global challenges. Multilingual Matters. ISBN 9781847698148

Henriksen, B., Holmen, A. & Kling, J. (eds.) (2019). English medium instruction in multilingual and multicultural universities: Academics’ voices from the northern European context. Routledge. ISBN 9781032339047

Kojima, N. (2021). Student motivation in English-medium instruction: Empirical studies in a Japanese University. Routledge Focus on English Medium Instruction in Higher Education. ISBN 978-0367252854

Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge Elements. ISBN 9781108903493

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

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

Molino, A., Dimova, S., Kling, J. & Larsen, S. (eds.) (2022). The evolution of EMI research in European higher education. Routledge. ISBN 9780367714444

Sánchez-Pérez, M.M. (ed.) (2020). Teacher training for English-medium instruction in higher education. IGI-GLOBAL. ISBN 978-1799823186

van Leeuwen, C. & Wilkinson, R. (eds.) (2003). Multilingual approaches to university education: Challenges and Practices. Valkhof Pers. ISBN 9056251600