The spread of multilingualism in higher education and its repercussions for language for specific purposes

Referencias bibliográficas

• Airey, J. (2020). The content lecturer and Englishmedium instruction (EMI): epilogue to the special issue on EMI in higher education. International Journal of Bilingual Education and Bilingualism, 23(3), 340-346. https://doi.org/10.1080/13670050. 2020.1732290
• Alberdi, X., Azkarate, M., Ezeiza, J., Imaz, L., & Ordeñana, I. (2022). UPV/EHUko zuzenbide fakultatearen hiztegi juridikoa [The Faculty of Law at the UPV/EHU’s legal dictionary]. UPV/EHU. Accessible at https://www.ehu.eus/ehg/juridikoa/ pdf/HiztegiJuridikoa.pdf
• Arnó-Maciá, E., & Aguilar-Pérez, M. (2021). Language issues in EMI: When lecturers and students can choose the language of instruction. In D. Block & S. Khan (Eds.), The secret life of English-medium instruction in higher education. Examining microphenomena in context (pp. 19- 42). Routledge.
• Arnó-Maciá, E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63-73. https://doi.org/10.1016/j.esp.2014.06.007
• Aronin, L. (2022). An advanced guide to multilingualism. Edinburgh University Press.
• Aronin, L., & Singleton, D. (2012). Multilingualism. John Benjamins.
• BALEAP, British Association of Lecturers in English for Academic Purposes (2008). Competency framework for teachers of EAP. Accessible at https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf
• Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318-330. https://doi.org/10.1017/S0261444817000398
• Basturkmen, H. (2023). English for specific and academic purposes as pedagogical frameworks. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-6). John Wiley.
• Belcher, D. (2006). English for Specific Purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133-156. https://doi.org/10.2307/40264514
• Belcher, D. (2009). What ESP is and can be. In D. Belcher (Ed.), English for Specific Purposes in theory and practice (pp. 1-20). University of Michigan Press.
• Bocanegra-Valle, A. (2016). Needs analysis for curriculum design. In K. Hyland & P. Shaw (eds.), The Routledge Handbook of English for Academic Purposes (pp. 560-576). Routledge.
• Bocanegra-Valle, A., & Basturkmen, H. (2019). Investigating the teacher education needs of experienced ESP teachers in Spanish universities. Ibérica, Journal of the European Association of languages for Specific Purposes, 38, 127-149. https://revistaiberica.org/index.php/iberica/article/view/95
• Bond, B. (2020). Making language visible in the university: English for academic purposes and internationalisation. Multilingual Matters.
• Breeze, R., & Roothooft, H. (2021). Using the L1 in university-level EMI: attitudes among lecturers in Spain. Language Awareness 30(2), 195-215. https://doi.org/10.1080/09658416.2021.1903911
• Breeze, R., & Sancho Guinda, C. (2022). Teaching English Medium Instruction courses in higher education. A guide for non-native speakers. Bloomsbury.
• Byrnes, H. (2013). German for Specific Purposes. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). Blackwell.
• Cenoz, J. (Ed.) (2008). Teaching through Basque: Achievements and challenges. Multilingual Matters.
• Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46(1), 71-86. https://doi.org/10.1017/S0261444811000218
• Charles, M., & Pecorari, D. (2015). Introducing English for Academic Purposes. Routledge.
• Commission of the European Communities (2008). Multilingualism: An asset for Europe and a shared commitment. European Commission.
• Cots, J. M., Garrett, P., & Lasagabaster, D. (2016). Studying in a ‘multilingual university’ at home or abroad: Perspectives of home and international students in the Basque Country, Catalonia and Wales. Study Abroad Research in Second Language Acquisition and International Education, 1, 129-153. https://doi.org/10.1075/sar.1.2.01cot
• Cots, J. M., Llurda, E., & Garrett, P. (2014). Language policies and practices in the internationalisation of higher education on the European margins: An introduction. Journal of Multilingual and Multicultural Development, 35(4), 311-317. https://doi.org/10.1080/01434632.2013.874430.
• Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies Teaching for Deeper Learning. Cambridge University Press.
• Dafouz, E. (2021). Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP). Ibérica, Journal of the European Association of Languages for Specific Purposes, 41, 13-38. https://doi.org/10.17398/2340-2784.41.13
• Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan.
• De Angelis, G. (2007). Third or additional language acquisition. Multilingual Matters.
• Dewaele, J. M. (2010). Emotions in multiple languages. Palgrave Macmillan.
• Ding, A., & Campion, G. (2016). EAP teacher development. In K. Hyland & P. Shaw (Eds.), The Routledge Handbook of English for Academic Purposes (pp. 547-559). Routledge.
• Doiz, A., & Lasagabaster, D. (2022). Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective. System, 105, 102730. https://doi.org/10.1016/j.system.2022.102730
• Doiz, A., Lasagabaster, D., & Pavón, V. (2018). Undergraduates’ beliefs about the role of language and team teaching in EMI courses at university. Rassegna Italiana di Linguistica Applicata, 50(2- 3), 111-127.
• Doiz, A., Lasagabaster, D., & Pavón, V. (2019). The integration of language and content in English-medium instruction courses: lecturers’ beliefs and practices. Ibérica, Journal of the European Association of Languages for Specific Purposes, 38, 151-175.
• Duarte, J. (2022). The implementation of plurilingual language policies in higher education – the perspective of language learning students. Language Learning in Higher Education, 12(2), 367-389. https://doi.org/10.1515/cercles-2022- 2058
• European Commission. (1995). White paper on education and training. Teaching and learning: Towards the learning society. European Commission.
• Flowerdew, L. (2019). English for Specific Purposes. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-7). John Wiley.
• Fortanet-Gómez, I. (2013). CLIL in higher education: Towards a multilingual language policy. Multilingual Matters.
• Fox, R., Corretjer, O., & Webb, K. (2019). Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012- 2019. Foreign Language Annals, 52(4), 699-726. https://doi.org/10.1111/flan.12424
• Fraiberg, S. (2018). Multilingual and multimodal practices at a global startup: Toward a spatial approach to language and literacy in professional contexts. English for Specific Purposes, 51, 55-68. https://doi.org/10.1016/j.esp.2018.03.003
• Franceschini, R. (2011), Multilingualism and multicompetence: A conceptual view. The Modern Language Journal, 95, 344-355. https://doi.org/10.1111/j.1540-4781.2011.01202.x
• García, O., & Wei. L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
• Genc, E., Yuksel, D., & Curle, S. (2023). Lecturers’ translanguaging practices in English-taught lectures in Turkey. Journal of Multilingual Theories and Practices, 4(1), 8-31. https://doi.org/10.1558/jmtp.23945
• Gustaffson. M., & Ganobcsik-Williams, L. (2016). Writing centres and the turn toward multilingual and multiliteracy writing tutoring. In K. Hyland & P. Shaw (eds.), The Routledge Handbook of English for Academic Purposes (pp. 517-529). Routledge.
• Hall, D. R. (2013). Teacher education for language for specific purposes. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-6). Blackwell.
• Hibbert, L., & van der Walt, C. (Eds.) (2014). Multilingual universities in South Africa: Reflecting society in higher education. Multilingual Matters.
• Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Continuum.
• Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh University Press.
• Kaufhold, K., & Yencken, D. E. (2021). Academic writing centres in multilingual settings: Intermediary agents of higher education language policy? Linguistics and Education, 64, 100950. https://doi.org/10.1016/j.linged.2021.100950
• Kim, J., & Tatar, B. (2017). Nonnative Englishspeaking professors’ experiences of Englishmedium instruction and their perceived roles of the local language. Journal of Language, Identity & Education, 16(3), 157-171. https://doi.org/10. 1080/15348458.2017.1295811
• Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in higher education: reflections on recent language policy developments. Higher Education, 67, 533-549.
• Kuteeva, M., Kaufhold, K., & Hynninen, N. (Eds.) (2020). Language perceptions and practices in multilingual universities. Palgrave Macmillan.
• Lasagabaster, D. (2018). Fostering team teaching: Mapping out a research agenda for Englishmedium instruction at university level. Language Teaching, 51(3), 400-416. https://doi.org/10.1017/S0261444818000113
• Lasagabaster, D. (2022a). English-medium instruction in higher education. Cambridge University Press.
• Lasagabaster, D. (2022b). Teacher preparedness for English-medium instruction. Journal of EnglishMedium Instruction, 1, 48-64. https://doi.org/10.1075/jemi.21011.las
• Lasagabaster, D., & Doiz, A. (2022). Classroom interaction in English-medium instruction: Are there differences between disciplines? Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2022.2151615
• Lasagabaster, D., & García, O. (2014). Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela/Translanguaging: towards a dynamic model of bilingualism at school. Culture and Education, 26(3), 557-572. https://doi.org/10.1080/11356405.2014.973671
• Llanes, A., & Cots, J. M. (2022). Measuring the impact of translanguaging in TESOL: A plurilingual approach to ESP. International Journal of Multilingualism, 19(4), 523-538. https://doi.org/10.1080/14790718.2020.1753749
• Lo Bianco, J., & Aronin, L. (Eds.) (2020). Dominant language constellations. Springer Nature.
• Martinez, R., Machado, P., & Palma, C. (2021) An exploratory analysis of language-related episodes (LREs) in a Brazilian EMI context: Lecturers’ and students’ perspectives. In D. Lasagabaster & A. Doiz (Eds.), Language use in English-medium instruction at university: International perspectives on teacher practice (pp. 11-33). Routledge.
• Mazak, C. M., & Carroll, K. S. (2017). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.
• Moore, E., & Dooly, M. (2010). How do the apples reproduce (themselves)? How teacher trainees negotiate language, content, and membership is a CLIL science education classroom at a multilingual university. Journal of Language, Identity, and Education, 9, 58-79. https://doi.org/10.1080/15348450903523591
• Mu, C., Zhang, L., Ehrich, J., & Hong, H. (2015). The use of metadiscourse for knowledge construction in Chinese and English research articles. Journal of English for Academic Purposes, 20, 135-148. https://doi.org/10.1016/j.jeap.2015.09.003
• Pastor Cesteros, S. (2022). Español académico como LE/L2: destrezas, competencias y movilidad universitaria. Routledge.
• Paulsrud, B. A., Tian, Z., & Toth, J. (2021). Englishmedium instruction and translanguaging. Multilingual Matters.
• R’boul, H. (2022). English medium instruction in Moroccan universities: implications for multilingualism, linguistic dependency and epistemic justice. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2069250
• Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony in university contexts. In B. Paulsrud, Z. Tian & J. Toth (Eds.), English-Medium Instruction and Translanguaging (pp. 1-14). Multilingual Matters.
• Salaburu, P. (2015). Writing words: The unique case of the standardization of Basque. Center for Basque Studies.
• Sánchez-López, L. (2013). Spanish for specific purposes. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-7). Blackwell.
• Sancho Guinda, C. (2023). The multifaceted nature of interaction in higher education: Reflections from a genre-based approach. Journal of Multilingual Theories and Practices, 4(1), 142- 167. https://doi.org/10.1558/jmtp.23600
• Serna-Bermejo, I., & Lasagabaster, D. (2022). Translanguaging in Basque and English: Practices and attitudes of university teachers and students. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2022.2086984
• Siemund, P. (2023). Multilingual development: English in a global context. Cambridge UniversityPress
• Tai, K. W. H. (2022). Translanguaging as inclusive pedagogical practices in English-medium instruction science and mathematics classrooms for linguistically and culturally diverse students. Research in Science Education, 52, 975-1012. https://doi.org/10.1007/s11165-021-10018-6
• van der Walt, C. (2013). Multilingual higher education: Beyond English medium orientations. Multilingual Matters.