2020

Dafouz, E., & Smit, U. (2020). Roadmapping English medium education in the Internationalised University. MacMillan-Palgrave Pivot.

Dalton-Puffer, Christiane, Julia Hüttner and Ute Smit. accepted. From voluntary to obligatory CLIL in upper secondary technical colleges: Teacher and student voices from a diverse landscape. In Talbot, Kyle; Sarah Mercer, Marie-Theres Gruber & Rieko Nishida (eds.) The psychological experience of integrating language and content: Teacher and learner perspectives. Bristol: Multilingual Matters.

Mayumi, K., & Hüttner, J. (2020). Changing beliefs on English: study abroad for teacher development. ELT Journal.

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. 

Orduna, E. (2020 en prensa) La comptence“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., & 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.

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. 

Smit, Ute and Marlene Schwarz. in print. English in Austria: policies and practices. In: Hickey, Raymond (ed.) English in German-speaking Europe. Cambridge. Cambridge University Press, 294-314.

 

 

 

2019

Baker, W., & Hüttner, J. (2019). “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics, 29(1), 78-94.

Herraiz-Martínez, A. and Sánchez-Hernández, A. (2019). Pragmatic markers by multilingual speakers: evidence from a CLIL context. English Language Teaching, 12(2): 68-76.

Alfayez, H. M., & Hüttner, J. (2019). Women students from Saudi Arabia in a study abroad programme: Sociocultural experiences and English proficiency development. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 193-223.

Hüttner, J. (2019). Towards ‘professional vision’: Video as a resource in teacher learning. In The Routledge Handbook of English Language Teacher Education (pp. 473-487). Routledge.

Hüttner, J. (2019). Occupying a new space: oral language skills within the disciplines in English medium instruction. Rethinking directions in language learning and teaching at university level, 5-26.

Orduna, E. (2019) “Coherence in Language Policy Making” en Internationalising Learningin Higher Education: English as a Medium of Instruction. Cham:Ed Palgrave.

Pérez-Paredes, P. & Díez-Bedmar, B. (2019). Certainty adverbs in spoken learner language: the role of tasks andproficiency. International Journal of Learner Corpus Research, 5, 2, 253-279.

Pérez-Paredes, P. & Sánchez Hernández, P. (2019). Uptake of corpus tools in the Spanish Higher Educationcontext: amixed-methods study. Research in Corpus Linguistics, 6, 51-66.

Pérez-Paredes, P.& Bueno,C. (2019). A corpus-driven analysis of certainty stance adverbs: obviously, reallyand actually in spoken native and learner English.  Journal of Pragmatics, 140, 22-32.

Pérez-Paredes, P.& Díez-Bedmar, B. (2019) Researching learner language through POS Keyword and syntactic complexity analyses. In S. Götz and J. Mukherjee (EDS.) Learner Corpora and Language Teaching. Studies in Corpus Linguistics Series. Amsterdam: John Benjamins, 101-128.

Pérez-Paredes, P.(2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning. 

Pérez-Paredes, P. et al. (2019). Mobile Data-driven language learning: affordances and learners’ perception. System, 84, 145-159.

Pérez-Paredes, P.(2019). The pedagogic advantage of teenage corpora for secondary school learners. In: P. Crosthwaite (ed.) Data Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners. London: Routledge.

Pérez-Paredes, P.(2019).English Language Teacher Education and Second Language Acquisition. In Steve Walsh and Steve Mann (eds.) Routledge Handbook of English Language Teacher Education.London: Routledge.

Pérez-Paredes, P. (2019). Little old UK voting Brexit and her Austrian friends: A corpus-driven analysis of the 2016 UK right-wing tabloid discourse. In E. Hidalgo, M.A. Benítez & F. de Cesare (eds.) Populist Discourse: Critical Approaches to Contemporary Politics. Routledge. 

Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2019). Capturing technical terms in spoken CLIL: A holistic model for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Education, 7(1), 4-29.

Sánchez-García, D. (2019). 'I can't find the words now...': Teacher Discourse Strategies and their Communicative Potential in Spanish- and English-Medium Instruction in Higher Education, CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2): 43-55.

Sánchez Hernández, P., Pérez-Paredes, P.& Aguado, P. (2019) Constructing immigrants in the Spanish legislation and Administration informative texts: a corpus-driven study (2007-2011). Book chapter. Migrationand Media. Discourses about Identities in Crisis. John Benjamins.

Sánchez-Hernández, A and Alcón-Soler, E. (2019). Pragmatic gains in the study abroad context: General patterns and learners’ experiences. Journal of Pragmatics, 146: 54-71.

Smit, Ute. (2019) Classroom discourse in EMI: on the dynamics of multilingual practices. In Kumiko Murata (ed.) Exploring ELF in EMI Settings in Higher Education. London & New York: Routledge, 99-123.

Zhang, D. & Pérez-Paredes, P. (2019) Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning.

 

2018

Dafouz, E, Hüttner, J. & Smit, U. (2018). New Contexts, New Challenges for TESOL: Understanding Disciplinary Reasoning in Oral Interactions in English‐Medium Instruction, TESOL Quarterly, 52 (3): 540-563.

Dafouz, E. (2018). English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work”, InternationalJournal of Bilingual Education and Bilingualism, 21 (5): 540-552.

Hüttner, J., & Smit, U. (2018). Negotiating political positions: Subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism, 21(3), 287-302.

Komori-Glatz, Miya. (2018). Multilingual ELF interaction in multicultural student teamwork at Europe's largest business university. In: Using English as a lingua franca in education in Europe, Hrsg. Zoi Tatsioka, Barbara Seidlhofer, Nicos Sifakis & Gibson Ferguson, 150-174. Berlin, Boston: De Gruyter.

Komori-Glatz, Miya. (2018). Conceptualising English as a business lingua franca . European Journal of International Management, 12, (1-2), 46-61.

Komori-Glatz, Miya. (2018). “Cool my doubt is erased”: constructive disagreement and creating a psychologically safe space in multicultural student teamwork . Journal of English as a Lingua Franca. 7 (2), 285-306.

Komori-Glatz, Miya, Schmidt-Unterberger, Barbara. (2018). Creating the international managers of tomorrow, today? Stakeholder perspectives on English-medium business education. In: English in Business and Commerce: Interactions and Policies, Hrsg. Tamah Sherman & Jirí Nekvapil, 310-334. Boston/Berlin: De Gruyter.

Noguera, Y. & Pérez-Paredes, P. (2018). Register analysis and English for Specific Purposes (ESP) pedagogy: noun-phrase modification in a corpus of English for Military Navy submariners. English for Specific Purposes, 53, 118-130.

Pérez-Paredes, P., Ordoñana, C. & Aguado, P. (2018). Language teachers' perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning 31, 5-6, 522-545.

Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2018). The potential of CLIL: students’ use of subject-specific terminology. CELT Matters, 2.

Rubio Cuenca, F. y Moore, P. (2018). Teacher Attitudes to Language in University Bilingual Education. Porta Linguarum, monografía III, 89-102.

Rubio-Alcalá, F. y Moore. P. (2018). Higher Education Bilingual Programmes: a research project. Porta Linguarum, monografía III, 11-15.

Sánchez-Garcia, D. (2018). Teacher questioning: Exploring student interaction and cognitive engagement in Spanish and EMI universiry lectures. Porta Linguarum Monográfico III, 103-120.

Sánchez-Garcia, D. (2018). Codeswitching practices in the discourse of two lecturers in English-medium instruction at university. ELIA, 18: 105-135.

Sánchez-Hernández, A. (2018). A mixed methods study of the impact of sociocultural adaptation on the development of pragmatic production. System, 75: 93-105.

Sánchez-Hernández, A. and Alonso-Marks, E. (2018). Cross-cultural sensitivity and intensity of interaction in study abroad: A developmental approach. Porta Linguarum, 30: 165-175.

Smit, Ute. (2018) Beyond monolingualism in higher education: a language policy account". In: Jenkins, Jennifer; Baker, Will; Dewey, Martin (eds.). The Routledge handbook of English as a lingua franca. London & New York: Routledge, 387–399.

Smit, Ute and Thomas Finker. (2018) CLIL in Austrian technical colleges (HTL): An analysis of classroom practices based on systematic video-based lesson observations. In Monika Dannerer & Peter Mauser (eds.). Fomen der Mehrsprachigkeit in sekundären und tertiären Bildungskontexten. Verwendung, Rolle und Wahrnehmung von Sprachen und Varietäten. Tübingen: Stauffenburg, 229-246.