English Medium Instruction: a reading list

A reading list on English Medium Instruction.
Many of the references were collated by Mary Page and Rob Baird, of the Academic Centre for International Students at the University of Southampton for an open course on this topic.
Others come from Joanne Pagèze and Mura Nava

Craig Whitehead

General terms and concepts

  • Beebe, L., & Giles, H. (1984). Speech accommodation theories: A discussion in terms of second language acquisition. International Journal of the Sociology of Language, 46, pp. 5-32.
  • Brumfit, C.J. (2001). Individual Freedom in Language in Language Teaching. Oxford: Oxford University Press.
  • Cogo, A. and Dewey, M. (2006). Efficiency in ELF communication: From pragmatic motives to lexico-grammatical innovation,Nordic Journal of English Studies, 5(2), pp. 59-93.
  • Jenkins, J., Cogo, A., and Dewey, M. (2011). Review of developments in research into English as a Lingua Franca.Language Teaching44(3), pp. 281–315.
  • Wenger, E. (1998). Communities of practice. Learning ,meaning, and identity. Cambridge: Cambridge University Press.

English as a Medium of Instruction

European perspectives on EMI

Language Policy and EMI

English as a lingua franca

Against English as a global language

Intercultural communication

  • Baird, R. (2013). Investigating Perceptions of Master’s Students on English-as-a-medium-of-instruction Programmes in East Asia. PhD thesis, University of Southampton.
  • Baker, W. (2009). Language, culture and identity through English as a Lingua Franca in Asia: notes from the field. Asian EFL Journal, 4, pp. 8-35.
  • Baker, W. (2015). Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication. Berlin: De Gruyter Mouton.
  • Brumfit, C.J. (2001). Individual Freedom in Language in Language Teaching. Oxford: Oxford University Press.
  • Bucholtz, M. and Hall, K. (2010). Locating identity in language. In C. Llamas and D. Watt (Eds.), Language and identities. Edinburgh: Edinburgh University Press.
  • Friedrich, P. (2008). “I want to be part of the club”: Raising awareness of bilingualism and second language writing among monolingual users of English. In Friedrich, P (Ed.). Teaching academic writing. London: Continuum.
  • Gleick, J. (1987). Chaos: Making a new science. New York: Penguin
  • Harris, R. (2009). After Epistemology. Bedfordshire: Authors Online.
  • Holliday, A. (2011). Intercultural communication and ideology. London: Sage.
  • Lacan, J. (Edited by Miller, J.) (1988). The seminar of Jacques Lacan, Book II. New York: Norton.
  • Leask, B. (2008). Internationalisation, globalisation and curriculum innovation. In Hellstén, M. and Reid, A. (Eds.). Researching International pedagogies: Sustainable practices for teaching and learning in higher education. Sydney: Springer.
  • Scollon, R., and Scollon, S. W. (2001). Intercultural Communication: A Discourse Approach (2nd ed.). Chichester: Wiley-Blackwell.
  • van Lier, L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Boston: Kluwer Academic.
  • Wittgenstein, L. (1953). Philosophical Investigations. Oxford: Blackwell.

TBLT, SLA & CLIL

  • Boulton, A., Carter-Thomas, S., & Rowley-Jolivet, E. (Eds.). (2012). Corpus-informed research and learning in ESP: Issues and applications (Vol. 52). John Benjamins Publishing.
  • Brown, H., Tarone, E., Swan, M., Ellis, R., Prodromou, L., Bruton, A., … & Waters, A. (2007). Forty years of language teaching. Language Teaching, 40, 1-15.
  • Douglas, D. (2004). Discourse domains: The cognitive context of speaking. In Boxer, D., & Cohen, A. (Eds.). Studying speaking to inform second language learning,  25-47.
  • Garcia Mayo Maria Del Pilar. (2015). The Interface between Task-Based Language Teaching and Content-Based Instruction.” System, vol. 54. 1-3, doi:10.1016/j.system.2015.09.003.
  • Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.
  • Llinares, Ana, and Christiane Dalton-Puffer. The Role of Different Tasks in CLIL Students’ Use of Evaluative Language. System, 54: 69–79, doi:10.1016/j.system.2015.05.001.
  • Long, M. 2014. Second Language Acquisition and Task-Based Language Teaching. Blackwell, 2014.
  • Ortega, L. “Researching CLIL and TBLT Interfaces.” System, vol. 54, 2015, pp. 103–109, doi:10.1016/j.system.2015.09.002.
  • Sarré, C, & Whyte, S. (2016) Research in ESP teaching and learning in French higher education: Developing the construct of ESP didactics. ASp. la revue du GERAS, 69: 139-164, asp.revues.org/4834.
  • Tardieu, C, & Dolitsky, M. (2012) Integrating the Task-Based Approach to CLIL Teaching. Teaching and Learning English through Bilingual Education, Cambridge Scholars Publishing, 2012, pp. 3-35, hal-00748683.

Needs analysis in ESP

from Chovancova 2014 https://doi.org/10.2478/slgr-2014-0031

Allwright, R.L. (1981). What do we want teaching materials for? ELT Journal, 30 (1), 5-18.

Aurelia, M. N. (2012). Cross-cultural communication – a challenge to English for legal purposes. Procedia – Social and Behavoral Sciencies, 46, 5475-5479.

Basturkmen, H. (2013). Needs Analysis and Syllabus Design for Language for Specific Purposes. In C. A. Chapelle (Ed.) The Encyclopedia of Applied Linguis-tics. Blackwell, unpaginated.

Chovancová, B. (2013). From Classroom to Courtroom: Preparing legal English students for the real world. In R. Vystrˇcilov´a (Ed.) Pr´avn´ı jazyk – od teorie k praxi (Legal Language – from Theory to Practice). Olomouc: Palack´y Uni- versity.

Coyle Do, P. Hood and D. Marsh (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning. Amsterdam and Philadelphia: John Benjamins.

Dudley-Evans, T. (1997). An Overview of ESP in the 1990s. Proceedings 1997: The Japan Conference on English for Specific Purposes, University of Aizu, Japan, 5-9.

Edwards, N. (2000). Language for business: effective needs assessment, syllabus design and materials preparation in a practical ESP case study. English for Specific Purposes, 19, 291-296.

Eslami, Z. R. (2010). Teachers’ Voice vs. Students’ Voice: A Needs Analysis Ap- proach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3 (1), 3-11.

Flowerdew, J. and M. Peacock (2001). Research Perspectives on English for Aca- demic Purposes. Cambridge: CUP.

Gass, J. (2012). Needs Analysis and Situational Analysis? Designing an ESP Cur- riculum for Thai Nurses. English for Specific Purposes World, 36 (12).

Harwood, N. (2005). What do we want EAP teaching for? Journal of English for Academic Purposes 4, 149-161.

Huhta, M., K. Vogt, E. Johnson and H. Tulkki (2013). Needs Analysis for Language Course Design: A Holistic Approach to ESP. Cambridge: Cambridge University Press.

Hutchinson T. and A. Waters (1987). English for Specific Purposes: A Learning- centred Approach. Cambridge: Cambridge University Press.

Nunan, D. (1988). The Learner-Centred Curriculum: A Study in Second Language Teaching. Cambridge: Cambridge University Press.

Swales, J. (2000). Languages for Specific Purposes. Annual Review of Applied Linguistics, 20, 59-76.

Widdowson, H. G. (1983). Learning Purpose and Language Use. Oxford: Oxford University Press.

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2 thoughts on “English Medium Instruction: a reading list

  1. Joanne PAGEZE says:

    And why not…
    Doiz, A., Lasagabaster, D and Sierra, J.M. 2013; English-medium Instruction at universities. Global Challenges. Bristol: Multilingual Matters.
    Dimova, S., Hultgren, J K., Jensen, C., 2015 English-Medium Instruction in European Higher Education: English in Europe, Volume 3, De Gruyter Mouton. Berlin
    More of a European perspective on the question… rather than from the perspective of international students in anglophone contexts

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