Publications

By Robert Wilkinson and René Gabriëls (eds). 2021. Amsterdam University Press.

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher educational practices of university teachers. A free e-book is available here.

By Slobodanka Dimova and Joyce Kling (eds). 2020. Springer.

An outcome of the 2017 ICLHE Conference. This volume provides conceptual syntheses of diverging multilingual contexts, research findings, and practical applications of integrating content and language (ICL) in higher education in order to generate a new understanding of the cross-contextual variation. With contributions from leading authors based in Asia, the Middle East, and Europe, the volume offers comparison of contextualized overviews of the status of ICL across the geographic areas and allows us to identify patterns and advance the scholarship in the field. ICL in teaching and learning has become an important consideration in the endeavors to address linguistic diversity at universities, which has resulted from the growing teacher and student mobility around the world. It is available for purchase here.

By Jennifer Valcke and Robert Wilkinson (eds). 2017. Pater Lang.

This book offers a collection of original papers showing how higher education institutions have coped with changing the language of instruction. It points out that higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.

By Robert Wilkinson and Mary Louise Walsh (eds). 2014. Peter Lang. 

Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today.

By Robert Wilkinson and Vera Zegers (eds). 2008. Maastricht University Language Centre.

The integration of content and language is a challenge in any form of education. In primary and secondary education the challenge often confronts a single teacher who has to combine both content learning goals and language learning goals. For the learners it is a challenge because they have to cope with not only their unfamiliarity with the content-to-be-learned but also with new language exponents. This collection of papers from the ICLHE conference at Maastricht in 2006 presents examples of how course designers and teachers have attempted to realize the integration of content and language within particular programmes. This book is only available in e-book format here.

By Robert Wilkinson and Vera Zegers (eds). 2007.

Maastricht University Language Centre.

The selected, peer-reviewed papers in this book provide evidence of the worldwide importance of the trend towards integrating content and language learning in higher education, whether it concerns a foreign language, a second language or even the mother tongue as medium of instruction. The selected papers manifest the nature of research that is beginning to be conducted across the world into collaboration between content and language experts, course design and implementation, student experiences, content and linguistic demands within disciplines, as well as the impact on learning.

By Robert Wilkinson, Vera Zegers and Charles van Leeuwen (eds). 2006. Valkhof Pers.

This book offers a broad sweep of language assessment challenges in English-medium programmes not only in European countries, such as the Nordic countries, the Netherlands, the Czech Republic, Hungary, and Wales, but also in South Africa and Thailand. The authors discuss the questions affecting assessment at entry to, during, and exit from English-medium programmes, and the implications for staff. In addition, authors address approaches to and in some cases the neglect of mother-tongue competence in an environment where the linguistic focus of institutions is on English. 

By Robert Wilkinson (ed). 2004. Universitaire Pers Maastricht.

Proceedings of the 2003 ICLHE Conference in five parts: plenaries; context: policy, theory, competence; implementations; assessment, reflection and evaluation; and workshop reports. 

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