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Accepted Papers

We want to thank you for all the contributions. In the list below you will find the titles of the accepted proposals for the next conference. Presentations, colloquia, workshops & posters, as well as the names of the presentations.

Accepted Papers:

 

 

Author

Title

Organisations

Adamson, John

Integration and Collaboration in EMI: Adapting to the Emergence of A Blended Academic Culture in a Japanese University

University of Niigata Prefecture, Japan

Aguilar, Marta

Internationalization at home in Catalan universities: An analysis of international courses in bachelor curricula

1: University of Lleida, Spain; 2: Polytechnic University of Catalonia, Spain

Anderson, Laurie Jane

Leveraging inter-institutional collaboration in training to teach in EMI (English as a Medium of Instruction) contexts: Insights from the work of the FIESOLE Group

1: University of Siena; 2: University of Copenhagen; 3: European University Institute

Araújo Pinzón, Pedro

Analysis of performance differences of students attending bilingual and non-bilingual groups throughout their four-year academic career.

University of Cádiz, Spain

Aráujo, Sofia

Teachers' perceptions of 'need' in EAP and ICLHE contexts

Faculty of Arts and Humanities, University of Porto, Portugal

Arno, Elisabet

Internationalization at home in Catalan universities: An analysis of international courses in bachelor curricula

1: University of Lleida, Spain; 2: Polytechnic University of Catalonia, Spain

Basturkmen, Helen

Language-related episodes in first-year accounting classes

University of Auckland, New Zealand

Bender, Frederikke

Nearest zone of internationalisation – a practical approach to internationalisation at home

Copenhagen School of Design and Technology, Denmark

Blanco, Maria

 

 

Blanko Irene

Fostering Content and Language Integrated Learning (CLIL) through ICT: an innovative experience in higher education

Fostering Content and Language Integrated Learning (CLIL) through ICT: an innovative experience in higher education

Universidad Politécnica de Madrid, Spain

 

 

Universidad Politécnica de Madrid, Spain

Blom, Stefanie

CLIL at tertiary level: a case study of the VUB/ULB (Brussels, Belgium)

Vrije Universiteit Brussel, Belgium

Briguglio, Carmela

Working in the third space (WITS): a model for interdisciplinary collaboration to integrate language and content

Curtin University, Australia

Brown, Howard Gordon

Integration and Collaboration in EMI: Adapting to the Emergence of A Blended Academic Culture in a Japanese University

University of Niigata Prefecture, Japan

 

 

Calderon, Alejandro

Gamifying Content and Language Learning: an experience in Software Project Management

University of Cadiz, Spain

Campagna, Sandra

English as a medium of instruction. A “resentment study” of a micro EMI context

University of Torino, Italy

Chumbo, Isabel Augusta

CLIL in Portuguese Higher education – a comparative study

1: Polytechnic Institute Castelo Branco, Portugal; 2: Polytechnic Institute Bragança, Portugal

Clark, Caroline Mary de Bohun

The LEAP Project: Training students to be EMI students

University of Padova, Italy

Correia, Marta

Teachers' perceptions of 'need' in EAP and ICLHE contexts

Faculty of Arts and Humanities, University of Porto, Portugal

Costa, Francesca

DIFFERENCES IN CONTENT PRESENTATION AND ACQUISITION IN ENGLISH MEDIUM INSTRUCTION VS ITALIAN-MEDIUM INSTRUCTION CONTEXTS

1: Università Cattolica del Sacro Cuore, Italy; 2: Università degli Studi di Pavia, Italy

Craig, Robert

Promoting student engagement through outcomes based education in an EAL environment

PETROLEUM INSTITUTE, United Arab Emirates

Craig, Robert

Writing and Assessing Student Learning Outcomes

PETROLEUM INSTITUTE, United Arab Emirates

Crean, Fiona

Training CLIL Content Lecturers through Contextualized Co-construction

San Jorge University, Spain

Dafouz, Emma

On conceptualising the many Roles of English in the international university

1: Complutense University, Spain; 2: University of Vienna, Austria

Dafouz, Emma

 

 

Daryai-Hansen, Petra

Discursive features of student writing in Business Administration degrees: A contrastive analysis of Spanish and English student exams

 

Integrating Content and Language in Languages Other Than English: Policies, Methods and Practices in Danish Higher Education

University Complutense of Madrid, Spain

 

 

University of Copenhagen

De Groot, Barbara

Intercultural Sensitivity in Content Language Integrated Learning (CLIL) in Higher Education.

Vrije Universiteit Brussel, Belgium

De Mesmaeker, Eva

What could CLIL teachers’ professional identity, their beliefs and classroom practice tell us about language learning opportunities?

Vrije Universiteit Brussel, Belgium

Delicado, Gemma

Mending a breach in the educational system: how can Primary CLIL teachers enrich ICLHE programs?

1: University of Extremadura, Spain; 2: University of Córdoba, Spain

Dimova, Slobodanka

Quality Measures for University Lecturers' English Proficiency Certification

University of Copenhagen, Denmark

Dimova, Slobodanka

What Do Language Proficiency Scores Tell Us about EMI Students

University of Copenhagen, Denmark

Doiz, Aintzane

How does English-medium instruction and language proficiency affect teacher’s motivation? A novel approach

University of the Basque Country UPV/EHU, Spain

Ellison, Maria Elizabeth

Teachers' perceptions of 'need' in EAP and ICLHE contexts

Faculty of Arts and Humanities, University of Porto, Portugal

Eriksson, Andreas

 

 

Estavillo, Julio

 

 

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

Fostering Content and Language Integrated Learning (CLIL) through ICT: an innovative experience in higher education

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

 

 

Universidad Politécnica de Madrid, Spain

Feiner, Johannes

Content and Language Teacher Collaborations for Joint Module Design: a way forward for CLIL in Higher Education?

1: University of Applied Sciences FH JOANNEUM, Department of Applied Computer Sciences; 2: University of Applied Sciences FH JOANNEUM, Department of Applied Computer Sciences; 3: University of Graz, Department of English

Fortanet-Gómez, Inmaculada

Teacher training for CLIL in Higher Education: searching for the right path

Universitat Jaume I, Spain

Fürstenberg, Ulla

Content and Language Teacher Collaborations for Joint Module Design: a way forward for CLIL in Higher Education?

1: University of Applied Sciences FH JOANNEUM, Department of Applied Computer Sciences; 2: University of Applied Sciences FH JOANNEUM, Department of Applied Computer Sciences; 3: University of Graz, Department of English

Gautschi, Curtis

Quality assurance of English medium instruction in higher education: Critical perspectives and potential solutions (Part of Colloquium) - Towards a robust empirically-based model of EMI lecturer competence 

1: ZHAW Zurich University of Applied Sciences, Switzerland; 2: Albert-Ludwigs-Universität Freiburg

 


Gierlinger, Erwin Maria

Teachers’ code switching in CLIL: From nuisance to necessity

University College of Education of Upper-Austria, Austria

Gómez Aguilar, Nieves

Analysis of performance differences of students attending bilingual and non-bilingual groups throughout their four-year academic career.

University of Cádiz, Spain

Guarda, Marta

The LEAP Project: where innovation and practice meet lecturers’ needs and concerns about ICL

University of Padova, Italy

Gundermann, Susanne

Quality assurance of English medium instruction in higher education: Critical perspectives and potential solutions - Assuring the quality of English-medium instruction – the Freiburg model EMI-QM

1: ZHAW Zurich University of Applied Sciences, Switzerland; 2: Albert-Ludwigs-Universität Freiburg

 


Gundermann, Susanne

The privileged (local) native speaker in EMI

Albert-Ludwigs-Universität Freiburg, Germany

Gustafsson, Magnus

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

Haines, Kevin

Purposeful interaction in EMI programmes: observations of small-group learning in the International Classroom at the University of Groningen

1: University of Groningen/University Medical Center Groningen, Netherlands, The; 2: University of Groningen

Harbord, John Richard

Desecuritizing Plagiarism

Central European University, Hungary

Hende van den, Franka

Purposeful interaction in EMI programmes: observations of small-group learning in the International Classroom at the University of Groningen

1: University of Groningen/University Medical Center Groningen, Netherlands, The; 2: University of Groningen

Hommerberg, Charlotte

 

 

Holmen, Anne

 

 

Hvidtfeldt, Susanne

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

 

Integrating Content and Language in Languages Other Than English: Policies, Methods and Practices in Danish Higher Education

Integrating Content and Language in Languages Other Than English: Policies, Methods and Practices in Danish Higher Education

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

 

 

University of Copenhagen

 

 

Roskilde University

 

 

Kelly, Paul

Quality assurance of English medium instruction in higher education: Critical perspectives and potential solutions

1: ZHAW Zurich University of Applied Sciences, Switzerland; 2: Albert-Ludwigs-Universität Freiburg

Kelly, Paul Francis

Comparison of CEFR with customized EMI-specific criteria

ZHAW, Switzerland

Khan, Sarah

 

 

Klaassen, Renate & G

Moving towards CLIL through problem-based learning for bioscience undergraduates

 

Does Raising Entry Lever Requirements on TOEFL/IELTS increase the Quality of Learning?

Universitat de Vic, Spain

 

 

TU Delft, the Netherlands

Kletzenbauer, Petra

Content and Language Teacher Collaborations for Joint Module Design: a way forward for CLIL in Higher Education?

1: University of Applied Sciences FH JOANNEUM, Department of Applied Computer Sciences; 2: University of Applied Sciences FH JOANNEUM, Department of Applied Computer Sciences; 3: University of Graz, Department of English

Kling, Joyce

Quality Measures for University Lecturers' English Proficiency Certification

University of Copenhagen, Denmark

Kling, Joyce

Strategy 2016: Internationalization and Language Skills

University of Copenhagen, Denmark

Kling, Joyce

Leveraging inter-institutional collaboration in training to teach in EMI (English as a Medium of Instruction) contexts: Insights from the work of the FIESOLE Group

1: University of Siena; 2: University of Copenhagen; 3: European University Institute

Knoerr, Hélène

Investigating the Ideologies of Content Professors in an Adjunct Immersion Model

University of Ottawa, Canada

Knudsen, Sophie Swerts

CLIL Reading Strategy Courses at the University of Copenhagen

University of Copenhagen, Denmark

Komori-Glatz, Miya Flora

International teamwork on EMPs at WU Vienna University of Economics and Business

WU Vienna University of Economics and Business, Austria

Koponen, Esko

Simply Trilingual - Or Not so Simply? On the challenges of producing (and implementing) a trilingual language policy

University of Helsinki, Finland

Kusumoto, Yoko

Development of critical thinking skills through scaffolding in an economics CLIL course

University of Nagasaki, Japan

Lasagabaster, David

 

Lauridsen, Karen, M.

How does English-medium instruction and language proficiency affect teacher’s motivation? A novel approach

Professional Development of International Classroom lecturers

University of the Basque Country UPV/EHU, Spain

 

Aarhus University, Denmark

Ledergerber, Anton Heinz

Assessing Professional Competence in Tertiary-Level Business English: a Vocational Approach to Achieving Transformative CLIL

Lucerne University of Applied Sciences and Arts, Switzerland

Lochtman, Katja

Intercultural Sensitivity in Content Language Integrated Learning (CLIL) in Higher Education.

Vrije Universiteit Brussel, Belgium

Longman, Chris

Implementing Content and Language Integrated Learning (CLIL) in higher education: Stakeholders’ perspectives at a Sino-British university

Xi'an Jiaotong-Liverpool University, China, People's Republic of

Lutz, Christel

“I can’t tell jokes”: humour and teacher identity in the CLIL classroom

University College Utrecht, Netherlands, The

MacKevett, Douglas

Assessing Professional Competence in Tertiary-Level Business English: a Vocational Approach to Achieving Transformative CLIL

Lucerne University of Applied Sciences and Arts, Switzerland

Malmström, Hans

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

Mancho-Bares, Guzman

Internationalization at home in Catalan universities: An analysis of international courses in bachelor curricula

1: University of Lleida, Spain; 2: Polytechnic University of Catalonia, Spain

Maricic, Ibolya

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

Mariotti, Cristina

DIFFERENCES IN CONTENT PRESENTATION AND ACQUISITION IN ENGLISH MEDIUM INSTRUCTION VS ITALIAN-MEDIUM INSTRUCTION CONTEXTS

1: Università Cattolica del Sacro Cuore, Italy; 2: Università degli Studi di Pavia, Italy

Martín del Pozo, María Ángeles

Definitions in CLIL: an opportunity for content and language integration

Universidad de Valladolid, Spain

Meijer, Annemieke

“I can’t tell jokes”: humour and teacher identity in the CLIL classroom

University College Utrecht, Netherlands, The

Mellion, Michelle Jeannette

Dragons Changing Color under the Low Sky: English Language Learning Narratives of Chinese Students at a Dutch University.

Radboud University, Netherlands, The

Meyer, Oliver

Taking CLIL to the next level: The Graz Group Framework for developing pluriliteracies for knowledge construction and meaning making

Johannes Gutenberg University Mainz, Germany

Molino, Alessandra

Self-Initiated Self-Repairs in English-Medium Lectures by Italian Native Speakers

University of Turin, Italy

Morgado, Margarida

The culture in CLIL for tertiary education

IPCB, Portugal

Morgado, Margarida

 

 

Millán, Joaquín 



CLIL in Portuguese Higher education – a comparative study

 

Fostering Content and Language Integrated Learning (CLIL) through ICT: an innovative experience in higher education

1: Polytechnic Institute Castelo Branco, Portugal; 2: Polytechnic Institute Bragança, Portugal

 

Universidad Politécnica de Madrid, Spain

Nashaat Sobhy, Nashwa

Language teachers’ insights into teacher collaboration for integrating English at a Spanish university

Universidad San Jorge, Spain

Niemelä, Nina Maria

Jauni, Heidi

 

Teacher perceptions of teaching CLIL courses

Teacher perceptions of teaching CLIL courses

Tampere University of Technology, Finland

Tampere University of Technology, Finland

Núñez, Begoña

Discursive features of student writing in Business Administration degrees: A contrastive analysis of Spanish and English student exams

University Complutense of Madrid, Spain

Östman, Jan-Ola Ingemar

Simply Trilingual - Or Not so Simply? On the challenges of producing (and implementing) a trilingual language policy

University of Helsinki, Finland

Owtram, Nicola

Leveraging inter-institutional collaboration in training to teach in EMI (English as a Medium of Instruction) contexts: Insights from the work of the FIESOLE Group

1: University of Siena; 2: University of Copenhagen; 3: European University Institute

Pagèze, Joanne Mary

Défi International – Can teacher training for EMI be a means to develop internationalisation ?

Université de Bordeaux, France

Pavón, Víctor

Mending a breach in the educational system: how can Primary CLIL teachers enrich ICLHE programs?

1: University of Extremadura, Spain; 2: University of Córdoba, Spain

Pecorari, Diane

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

Petter, Edgar Marc

Fostering learner autonomy through bilingual and multilingual activities in the classroom

Zurich University of Applied Sciences, Switzerland

Piñero López, Juan Manuel

Analysis of performance differences of students attending bilingual and non-bilingual groups throughout their four-year academic career.

University of Cádiz, Spain

Pinyana, Àngels

Student self-assessment vs. the content lecturer’s perspective on language: The case of the University of Vic

Universitat de Vic, Spain

Richter, Karin

EMI and Pronunciation: a Longitudinal Case Study

University of Vienna, Austria

Robinson, Ian Michael

CLIL in Italy

University of Calabria, Italy

Robinson, Victoria

Crossing borders: the challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries

1: ORT Braude College of Engineering, Israel; 2: Interdisciplinary Center Herzliya, Israel; 3: University of Leicester, UK

Ruiz, Mercedes

Gamifying Content and Language Learning: an experience in Software Project Management

University of Cadiz, Spain

Ruiz-Garrido, Miguel F.

Teacher training for CLIL in Higher Education: searching for the right path

Universitat Jaume I, Spain

Ruiz-Madrid, Noelia

Teacher training for CLIL in Higher Education: searching for the right path

Universitat Jaume I, Spain

Sanz Clavijo, Alfonso

Analysis of performance differences of students attending bilingual and non-bilingual groups throughout their four-year academic career.

University of Cádiz, Spain

Séror, Jérémie

Cooperation and tension between language and discipline professors in a Canadian tertiary French immersion

University of Ottawa, Canada

Shaw, Philip

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

1: Chalmers University of Technology, Sweden; 2: Linnaeus University, Sweden; 3: Stockholm University, Sweden

Silva Manuel Moreira, Albuquerque, Alexandra 

CLIL and Terminology: a dialogical relation

ISCAP - Porto Polytechnic Institute, Portugal

Simbolon, Nurmala Elmin

Partial use of English in English medium instruction (EMI) practice: Perspectives from lecturers in a university in Indonesia

Curtin University, Australia

Smit, Ute

On conceptualising the many Roles of English in the international university

1: Complutense University, Spain; 2: University of Vienna, Austria

Sobhy, Nashwa Nashaat

Staub, Donald

Investigating scaffolding in ICL higher education classes

Increasing Student Retention at English Medium Universities Through Distributed Leadership

San Jorge University, Spain

 

IŞIK University, Turkey

 

 

Studer, Patrick

Quality assurance of English medium instruction in higher education: Critical perspectives and potential solutions

1: ZHAW Zurich University of Applied Sciences, Switzerland; 2: Albert-Ludwigs-Universität Freiburg

Studer, Patrick

Do universities really need a language quality seal? Reflections on a needs analysis in Switzerland

ZHAW Zurich University of Applied Sciences, Switzerland

Symon, Miriam

Crossing borders: the challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries

1: ORT Braude College of Engineering, Israel; 2: Interdisciplinary Center Herzliya, Israel; 3: University of Leicester, UK

Tatzl, Dietmar

Students’ perspectives on first-year English-medium instruction in a postgraduate engineering degree programme

FH JOANNEUM University of Applied Sciences, Austria

Touchstone, Ellen Elizabeth

 

Tsuchiya, Keiko   

Implementing Content and Language Integrated Learning (CLIL) in higher education: Stakeholders’ perspectives at a Sino-British university

Three teachers three CLILs: different discourses in CLIL at Universities in Japan

Xi'an Jiaotong-Liverpool University, People's Republic of China

 

Tokai University, Japan

Unterberger, Barbara

Policies and programme design: English-medium programmes at Europe’s largest business school

WU Vienna University of Economics and Business, Austria

 

 

Van Leeuwen, Charles

Expectation Management and Assessment in English Medium Instruction

Maastricht University, Netherlands, The

Vieira, Fátima

Teachers' perceptions of 'need' in EAP and ICLHE contexts

Faculty of Arts and Humanities, University of Porto, Portugal

Wei, Rining

Implementing Content and Language Integrated Learning (CLIL) in higher education: Stakeholders’ perspectives at a Sino-British university

Xi'an Jiaotong-Liverpool University, China, People's Republic of

Weinberg, Alysse

Séror, Jérémie

Gobel, Marc

 

Cooperation and tension between language and discipline professors in a Canadian tertiary French immersion

University of Ottawa, Canada

Weinberg, Linda

Crossing borders: the challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries

1: ORT Braude College of Engineering, Israel; 2: Interdisciplinary Center Herzliya, Israel; 3: University of Leicester, UK

Westerholm, Kirsi

Staff development for ICLHE: Cross-disciplinary voices and experiences

University of Jyväskylä, Finland

Wilkinson, Robert

Conflicting attitudes towards Internationalization: does it promote multilingualism?

Maastricht University, Netherlands, The

Woźniak, Monika

Language teachers’ insights into teacher collaboration for integrating English at a Spanish university

Universidad San Jorge, Spain

Woźniak, Monika

Investigating scaffolding in ICL higher education classes

San Jorge University, Spain

 



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