Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students' perspectives and enhance CLIL's success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students' SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL's success requires prioritising assessment, considering the state of 'others', and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students' SRL in CLIL settings and informs future research on student-focused aspects in CLIL. Copyright © 2025 Taylor and Francis Ltd.

The expansion of English medium instruction (EMI) in higher education has generated significant scholarly interest, resulting in an increasing body of research across different contexts. This bibliometric study examines 1522 publications in the Scopus database to explore the intellectual, conceptual, and social structure of the EMI literature in higher education. Findings revealed substantial growth in publications and citations between 1974 and 2024, showing a notable increase in productivity after 2018. Most cited authors focus on EMI within their affiliated country, but some affiliated with British universities have made global contributions. The field exhibits global coverage, albeit with strong dominance by China, Spain, the UK, Australia, and Hong Kong, as well as limited representation from African nations, barring South Africa. EMI networks are primarily driven by authors’ current and past institutional affiliations as well as geographical proximity, with the UK, Spain, and China emerging as leaders in these networks. The most productive journals focus on multilingualism, bilingualism, language policy, teaching, and learning while also encompassing higher education and multidisciplinary areas. Key topics signal a shift towards translanguaging and classroom interaction. Under-researched areas include (post)colonialism and EMI implementation. These findings provide a comprehensive insight into the evolving landscape of EMI research and potential future directions. Copyright ©2024 MDPI.

Despite the widespread use of mobile digital devices such as iPads in teaching and learning, there is little research on the ways in which content teachers make use of the technological affordances of the iPad to achieve pedagogical goals in bilingual/multilingual classrooms. This article adopts translanguaging as an analytical perspective to explore how the use of the iPad extends the semiotic and spatial repertoires for enabling the English Medium Instruction (EMI) teacher to create a translanguaging space for supporting multilingual students' learning of new academic knowledge. The data for this article is based on a linguistic ethnographic project in an EMI mathematics classroom in a secondary school in Hong Kong. Multimodal Conversation Analysis is used to analyse the classroom interactional data, triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The article argues that the iPad provides opportunities for the EMI teacher to fully exploit the semiotic and spatial resources for creating a technology-mediated space in the classroom. Such a space in turn allows the teacher to accomplish content teaching and build a more engaging environment for learning. Copyright ©2024 SAGE Publications.

Prior research on classroom interaction has investigated how the teacher's feedback turn following students' responses can be used to transform students' turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers' translanguaging practices can play a role in shaping students' contributions into pedagogical opportunities for introducing academic terminologies in English-Medium-Instruction (EMI) classrooms. Adopting translanguaging as an analytical perspective, this study explores how an EMI history teacher deploys available linguistic and multimodal resources to connect students' responses with academic concepts and terminologies. The study draws its data from a larger linguistic ethnographic project that took place in an EMI secondary history classroom in Hong Kong. The classroom interaction data is examined using Multimodal Conversation Analysis, and this analysis is further triangulated with video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. This paper argues that the EMI teacher's translanguaging practices facilitate the process of transforming student contributions into academic terminology and concepts. The process of deploying translanguaging for transforming student contributions highlights translanguaging as an important component of the teacher's classroom interactional competence for constructing new configurations of language practices and achieving specific pedagogical purposes. Copyright ©2024 Routledge.

One of the driving forces for a wider adoption of English as a Medium of Instruction (EMI) in higher education is that students may demonstrate improvements in English language proficiency through an increased English exposure from content learning. However, to what extent previous English exposure has an impact on students' learning experiences remains unanswered. This paper contributes to filling this gap by analysing quantitative data of 73 undergraduate science students from Hong Kong, classified by their prior English language exposure. Students completed a survey exploring their perceptions of their (1) exposure to EMI prior to university admission and the actual language use in classrooms; (2) English abilities in different learning activities; (3) English language challenges; and (4) learning strategies. Results showed that students' perceptions of EMI learning varied with their levels of English exposure prior to university admission. Despite encountering more difficulties in using English among first-year students with lower-level English exposure, all students perceived the importance of English skills in science education and adopted different learning strategies to overcome the EMI study challenges. Copyright ©2024 SAGE Publications.

Despite the rapid growth of English medium instruction (EMI) in higher education, little research has been conducted to pinpoint the challenges faced by students. This quantitative study explored the challenges posed by the secondary–tertiary transition to first-year students with different English proficiency levels in EMI higher education institutions. In addition, we also investigated students’ perception of the usefulness of supplementary and mainstream education in preparing them for those challenges. 91 participants studying at two tertiary institutions in Hong Kong completed a 52-item questionnaire. The questionnaire included items in relation to three major aspects of challenges: ‘academic studies and skills’, ‘socialization’, and ‘college/university life adaptation’. It was found that students with low proficiency regarded all three aspects as significantly more challenging than the high proficiency ones in their first-year studies. However, despite the different proficiency levels, students similarly perceived mainstream education to be significantly more useful than supplementary education in preparing them for those transitional challenges. The findings together suggest that more English support is needed for low-proficiency students at the tertiary level and argue that mainstream education plays an essential role in assisting students in this secondary–tertiary transition. Implications are discussed in terms of the benefits of having a general English course as perquisite for low English proficiency students before they enroll in English for Academic Purposes courses, and the development of a variety of tasks with more emphasis on communication and collaboration at the secondary level to support them in this transition. Copyright ©2024 Springer.

Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from other academic subjects to facilitate students' learning of new content knowledge is a topic that is under-researched in the field. Adopting translanguaging as an analytical perspective, this study examines how the creation of a translanguaging space can afford opportunities for an English-Medium-Instruction (EMI) teacher to connect content-related knowledge for supporting students' learning of new historical knowledge in EMI Western History classrooms. The data is based on a larger linguistic ethnographic project in a Hong Kong EMI secondary Western History classroom. Multimodal Conversation Analysis is used to analyse the classroom interaction data. The classroom interaction data is triangulated with the video-stimulated-recall-interviews that are analysed with Interpretative Phenomenological Analysis. This paper argues that a translanguaging classroom space can be ­created for activating students' prior learnt subject knowledge for ­supporting students' learning of new academic knowledge. Such a translanguaging space provides opportunities for classroom participants to not only engage in fluid language practices, but also encourages the teacher and students to bring in multiple epistemologies that help students understand new academic knowledge in a new classroom interactional context. Copyright ©2024 Routledge.

In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers' language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language teachers is argued to be effective in enhancing teachers' language awareness and strategies of integrating content and language teaching. This study explored this by investigating 12 secondary schools in Hong Kong which implemented partial or full English Medium Instruction, with a specific focus on how cross-curricular collaboration was implemented, and whether this may have promoted teachers' language awareness and practices. With questionnaires, interviews, classroom observations and artefacts, the study observed that teachers were generally aware of the difficulties students encountered when learning content subjects through English, and content subject teachers tended to recognise their roles of incorporating language teaching into content lessons. Such self-reported language awareness was corroborated by the various strategies integrating content and language teaching in the observed ­lessons. These findings demonstrate a cyclic relationship between cross-curricular collaboration and teachers' language awareness -- teachers' language awareness is essential to make cross-curricular collaboration happen, and it is further reinforced after teachers collaborate with each other. Copyright ©2024 Routledge.

A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a intensive fieldwork in an EMI secondary history classroom in Hong Kong. Multimodal Conversation Analysis is deployed to analyse the classroom interactional data. The classroom analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The study's crucial theoretical contribution is that it broadens our comprehension of an EMI classroom as an integrated translanguaging space, which may involve various fluid and mobile translanguaging sub-spaces. This paper aims to illustrate the process of engaging students affords the teacher to create different translanguaging sub-spaces at a whole-class level and at an individual level. It is argued that creating these translanguaging sub-spaces requires the teacher to mobilise available resources for catering for the different needs of all students, which promotes interaction and inclusion in the classrooms. Copyright ©2025 Routledge.

Students’ experiences and practices regarding English as a lingua franca (ELF) have been central to the discussion in research on intercultural communication in academia as it provides the basis for English language policy and practices in the international university. To date, however, few previous studies have explored diverse factors for perceptions of ELF communication with a single framework. To fill this gap, this study provides the integrative research model for perceptions and behaviours regarding ELF communication in the international university context, using Theory of Planned Behaviour. It further explores the effect of those factors on actual intentions to engage in ELF communication. Data were collected from 232 questionnaires and seven interviews on the offshore campus of a Hong Kong university in mainland China. Findings showed that factors such as acceptance, social expectations, the sense of control over linguistic knowledge for intercultural communication, and self-esteem had significant effects on intentions. The study concluded that ELF speakers’ decision-making process to engage in ELF communication is not simply based on individual behaviour, but on social performance in academic communities of practice. This study suggests academic and educational implications for incorporating the ELF perspective into English language policy and practices in the international university. © 2020 Walter de Gruyter GmbH.