Grupos de investigación

  1. Portada
  2. PUBLICATIONS
  3. Journal Articles

Journal Articles

2025

  • Dafouz, E. (en prensa). English-medium instruction and English for Specific Purposes, Encyclopedia of Applied Linguistics, 2nd edition. Chapelle,Carol (ed). John Wiley & Sons.
  • Dafouz, E & López-Serrano, S. (en revisión). Unlocking the full potential of English-medium education: A longitudinal exploration of business students’ views of internationalised disciplinary literacies. ESP Journal.
  • Dafouz, E. (2025). Empowering minds: The role of disciplinary literacies in English-medium internationalised universities. Language Teaching. https://doi.org/10.1017/S026144482400048X
  • Sánchez-García, D., & Sánchez-Hernández, A. (2025, forthcoming). Exploring oral production skills in disciplinary literacies: Students’ use of Cognitive Discourse Functions in EME Business Case Studies, English Teaching & Learning. Springer
  • Sánchez-García, D. (2025, forthcoming). The longitudinal narrative constructions of students’ language and professional identities in English-medium higher education. Journal of Language, Identity and Education. Routledge.

2024

  • Hüttner, J., & Smit, U. (2024). Collaborative student writing in English-medium business studies: On the use of Cognitive Discourse Functions as an analytic tool. Wiener Linguistische Gazette, 97, 343-362. https://wlg.univie.ac.at/fileadmin/user_upload/p_wlg/972024/wlg-97-2024.pdf
  • Lohan, R. P., & Dafouz, E. (2024). A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework. Journal of English for Academic Purposes, 72, 101457. https://doi.org/10.1016/j.jeap.2024.101457
  • Sánchez-García, D. (2024). Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation.Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2024.2342247

 

2023

2022

2021

  • Dafouz-Milne, E. (2021): Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: the case of UNA Europa, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1920964
  • Dafouz-Milne, E. (2021). Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP). Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (41), 13-38.
  • Soriano-Flórez, I. (2021). Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanette (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters [Review of the book English-medium instruction and translanguaging by B. Paulsrud, Z. Tian, & J. M. Toth (Eds.)]. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 8(1), 82 86. http://doi.org/10.21283/2376905X.13.239

2020

  • Orduna-Nocito, E. (2020 en prensa) La competence “Coherence in Language Policy Making in Tertirary Education” en Carrió-Pastor, M.L. (Ed). Internationalising Learning: English as a Medium of Instruction. Ed Palgrave.
  • Sánchez-García, D. (2020). Internationalization through Language and Literacy in the Spanish EME Context. In S. Dimova, & J. Kling (Eds.), Integrating Content and Language in Multilingual Higher Education. Cham.: Springer.
  • Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB),8(1): 28-52.
  • Sánchez-García, D., & Nashaat Sobhy, N. (2020). TESOL through the reflections of transnational EMEMUS lecturers: A ROADMAPPING approach. In O. Barnawi, & S. Anwaruddin (Eds.), TESOL Teacher Education in a Transnational World. Routledge. 
  • Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB), 8(1): 28-52. 
  • Sánchez-García, D., & Dafouz, E. (2020). Equipping Educational Developers for Inclusive International Programs in Higher Education. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education. IGI Global.
  • Nashaat Sobhy, N., & Sánchez-García, D. (2020). Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings. Journal for the Psychology of Language Learning (Special Issue), 2(2), pp. 55-72. 
  • Alonso-Marks, E. and Sánchez-Hernández, A. (2020). Intercultural development during short-term study abroad: The role of intensity of interaction on cross-cultural sensitivity. ELIA: Estudios de Lingüística Inglesa Aplicada, 20: 13-46.

2019

2017, 2018