The Bologna Reform has been implemented in a large part of the European Union and it is time to take a short pause to reflect over some of the lessons learned up to now. The aim of this book is to share experiences and reflections on English for Specific Purposes pedagogy in Western European higher education. Taking as a starting point the development of the EU policies during the past couple of decades and their national implementations, the chapters in this book provide various perspectives, both theoretical and practical, on the ways in which the reform has been implemented and its effects on the teaching of ESP. Experiences of developing programmes and courses incorporating Content and Language Integrated Learning and Autonomous and Lifelong Learning are described, as well as Problem-Based Learning and Process-Genre Pedagogies. The book also includes chapters on the crucial, but often neglected issue of teacher support in meeting the challenges of teaching content through the medium of English.

This volume offers research-based studies on English for Specific Purposes in higher education from across the world. By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion. There is a growing need for undergraduate students to develop their proficiency of ESP skills and knowledge in the increasingly globalized world. Knowledge of ESP is an important factor in subject matter learning by students, and also closely related to the performance of university graduates in the relevant sectors. Careful planning and efficient implementation are essential to ensure the quality of the language learning process. For a variety of reasons, it proves difficult to maintain ESP instruction in higher education. These reasons include the incompetence of teachers, lack of materials for that specific context, as well as lack of opportunities for ESP teachers to develop their skills. The chapters in this book, taken from a wide variety of countries, shed light on the diversity of current practices and issues surrounding ESP.

This volume provides a focused account of English Medium Instruction (EMI) in European higher education, considering issues of ideologies, policies, and practices. This is an essential book for academics, students, policy makers, and educators directly or indirectly implicated in the internationalization of European higher education.

Blended learning has recently been gaining popularity within educational fields. Examining the impact that computer-assisted techniques have on foreign language education will provide more effective ways to enhance learning techniques for educators and students alike. Applications of CALL Theory in ESL and EFL Environments is a pivotal reference source that discusses recent advances relating to online teaching and learning of foreign languages. Highlighting relevant topics such as electronic portfolio assessments, corpus linguists, flipped learning models, and student engagement, this scholarly resource is ideal for educators, academicians, students, and researchers that are interested in staying current on the latest technologies and methodologies in foreign language learning.

Review text: This book is an important contribution to research on multilingualism: the author does not only discuss theoretical aspects of this research field but also attempts to verify theoretical premises with respect to their empirical validity.(Dieter Wolff, Bergische Universität Wuppertal).

This book presents state-of-the-art research into English-medium instruction (EMI) in European higher education over the last 20 years, offering a comprehensive comparative analysis toward identifying gaps in our understanding of relevant theories, research, and practice. Molino, Dimova, Kling, and Larsen argue for the need to take stock of the progression of EMI research in European higher education in order to consolidate scholarship and better inform EMI implementation in new contexts. Each chapter focuses on a different aspect of EMI implementation, including policies, attitudes, language use, assessment, training, learning outcomes, identity, and intercultural communication across five different countries: Denmark, Croatia, Italy, the Netherlands, and Spain. The book brings together the authors' collective work on an annotated database of over 200 resources, featuring a range of publications of varying format, type, and language, as well as information on relevant research questions, methodologies, and findings. This detailed approach allows in-depth discussions on the most widely researched areas in EMI as well as those under-explored toward outlining a way forward for future research in both the European higher education context and on a global scale. This book will be key reading for scholars working in English-medium instruction, world Englishes, English as an international language, English as a lingua franca, and applied linguistics.

This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.