Diane Pecorari

University of Leeds, School of Education, Faculty Member

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Research Interests:
Educational Linguistics, English as a medium of instruction, Second Language Writing, Academic Writing, Discourse Analysis, English for Academic Purposes, and 23 moreEnglish for Specific Purposes, Second Language Acquisition, Vocabulary, Languages and Linguistics, Plagiarism, Academic Integrity, Plagiarism studies, Academic writing in a foreign language, Teaching Academic Writing, Plagiarism and Patchwriting, Formulaic Language In Biology, Original Plagiarism, Plagiarism and International Students, Patchwriting Plagiarism, Applied Linguistics, Didactics of Languages, Source Use, Corpus Linguistics, English for Specific/academic purposes, Positive ethics, Predatory Conferences, Predatory journals, and Predatory Publishersedit
About:
Diane Pecorari is Professor of TESOL at the University of Leeds. Her research interests include educational linguisti... moreDiane Pecorari is Professor of TESOL at the University of Leeds. Her research interests include educational linguistics, English for Academic Purposes and aspects of second language writing, including source use and intertextuality. She is co-editor in chief of the Journal of English-Medium Instruction.edit
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We're pleased to tell you that the second issue of volume 3 of the Journal of English-Medium Instruction has been published. It includes these articles:

A framework for language specialist and content teacher collaboration in Turkish EMI university settings: The collaborative planning tool, by Mustafa Akıncıoğlu

Lebanese EMI instructors’ role identity and teaching practices, by Reema Abouzeid, Cassi Liardét & Victor Khachan
Capturing the situated, dynamic nature of EMI-lecture listening comprehension in real time, by Nathan Ducker
University students’ use of language learning strategies in English-medium instruction classes: A systematized review, by Joe Garner
English for specific purposes in surging English-medium instruction contexts, by Nicola Galloway, Kari Sahan & Jim McKinley
and the EMI book alerts section, curated by Amy Wanyu Ou

Publication Date: 2024

Publication Name: Journal of English-Medium Instruction

Research Interests:
English for Specific Purposes, Language Learning Strategies, Teacher Identity, English for Specific Purposes or Academic English, Teacher collaboration, and 5 moreEnglish medium instruction, Listening Comprehension, English as a medium of instruction, Content and Language Integrated Learning (CLIL), and English for Specific Purposes (ESP)

We're pleased to announce the publication of the second issue of the Journal of English-Medium Instruction. The theme of the issue is Emerging Assessment Needs and Solutions in EMI in Higher Education. Congratulations to guest editors Slobodanka Dimova and Joyce Kling, and to all the authors who contributed: Tom De Moor, Sarah De Paepe, Elisa Guggenbichler, Luke Harding, Franz Holzknecht, Miriam Iliovits, Sara Khan, Eva Konrad, Benjamin Kremmel, Guzman Mancho-Barés, John Pill, Frank van Splunder, Catherine Verguts, Monique Yoder, Matthias Zehentner, Ofra Inbar-Lourie, & Marta Aguilar-Pérez.

Research Interests:
English for Academic Purposes, TESOL, Assessment in Higher Education, English medium instruction, and English as a medium of instruction

The evolution of EMI research in European higher education, edited by Alessandra Molino, Slobodanka Dimova, Joyce Kling, and Sanne Larsen, has now been published as part of the series Routledge Studies in English-Medium Instruction. More information, including a table of contents, is available here: https://www.routledge.com/The-Evolution-of-EMI-Research-in-European-Higher-Education/Molino-Dimova-Kling-Larsen/p/book/9780367714444 .

Publication Date: 2022

Publication Name: Routledge Studies in English-Medium Education

Research Interests:
English as a medium of instruction and Content and Language Integrated Learning (CLIL)

Academic research has already devoted considerable attention to the growth of English-medium instruction (EMI). The worldwide increase in EMI programmes is an important indicator of Englishization processes. This JEMI special issue... more

Research Interests:
Multilingual Education, English medium instruction, and English as a medium of instruction

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The first issue of the Journal of English-medium instruction is now available here: https://benjamins.com/catalog/jemi.1.1 .

Issue one is freely available as a sample issue (see contents below).

Introducing the Journal of English-Medium Instruction, Diane Pecorari and Hans Malmström
https://benjamins.com/catalog/jemi.00001.int

Language policy and planning for English-medium instruction in higher education, Amy Wanyu Ou, Francis M. Hult, and Michelle Mingyue Gu
https://benjamins.com/catalog/jemi.21021.ou

Towards multilingualism in English medium higher education: A student perspective, Emma Dafouz and Ute Smit
https://benjamins.com/catalog/jemi.21018.daf

Teacher preparedness for English-medium instruction, David Lasagabaster
https://benjamins.com/catalog/jemi.21011.las

Teacher development to mediate global citizenship in English-medium education contexts, Jennifer Valcke, Nashwa Nashaat-Sobhy, Davinia Sánchez-García, and Julie Walaszczy
https://benjamins.com/catalog/jemi.21020.val

English language teaching and English-medium instruction: Putting research into practice, Jim McKinley and Heath Rose
https://benjamins.com/catalog/jemi.21026.mck

Assessment and English as a medium of instruction: Challenges and opportunities, Anna Kristina Hultgren, Nathaniel Owen, Prithvi Shrestha, Maria Kuteeva, and Špela Mežek
https://benjamins.com/catalog/jemi.21019.hul

A research agenda for English-medium instruction: Conversations with scholars at the research fronts, Pramod K. Sah
https://benjamins.com/catalog/jemi.21022.sah

Publication Date: 2022

Publication Name: Journal of English Medium Instruction

Research Interests:
Bilingual education (Education), Multilingual Education, and English as a medium of instruction

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Call for Proposals for a Special Issue of
Journal of English-Medium Instruction
Autumn 2023

The Journal of English-Medium Instruction (JEMI) announces a call for a 2023 special issue. The purpose of the special issue is to bring together contributions (full papers as well as other types of contributions, e.g., short reports, or a conceptual paper plus responses) dedicated to a specific topic, issue or problem relating to English-medium instruction, providing an in-depth engagement with the area in question.

Please note that this is an open call, inviting proposals for special issues on any topic within the scope of JEMI.

About the journal
Around the globe, varied instructional settings use English for teaching and learning purposes, despite the fact that it is not the first language of some or all participants. The Journal of English-Medium Instruction provides a home for research on this important and rapidly growing phenomenon. The journal adopts a broad understanding of what constitutes English-medium instruction (EMI), while differentiating it from other multilingual pedagogies. EMI is an inherently interdisciplinary field, spanning multiple branches of applied linguistics and (higher) education pedagogy and didactics. A key objective of JEMI is to unite these strands of EMI research and enable scholarly work in one corner of this interdisciplinary area to reach both researchers and practitioners in others. JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language policy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.

Instructions for proposals
Proposals (including a provisional title for the issue for the special issue) should be no more than ten pages in length (double-spaced, Times New Roman, font size 12) and should address:

• the objectives of the SI.
• the scope, including potential themes and/or questions to be addressed.
• why the proposed theme merits a special issue.
• why JEMI is an appropriate outlet for the special issue.

The proposal should also include (as appendices):
• a draft call for papers, including indicative topics and a timeline.
• the names and CVs of the proposed guest editor(s), along with a half-page biographical note detailing previous editing experience for each (please note that CV and bio notes are not included in the 10-page limit).

The deadline for proposals is 1 March, 2022. Following this deadline, the proposals will be evaluated by the Editors-in-chief in consultation with the Editorial Board. During the evaluation process the Editors and/or members of the Editorial Board may approach external experts in the area of the special issue topic proposed to give their opinions on the proposal.

Please send proposals and any inquiries to JEMI’s Editors-in-chief Diane Pecorari, diane.pecorari@cityu.edu.hk and Hans Malmström, mahans@chalmers.se

Publication Name: Journal of English-Medium Instruction

Research Interests:
Bilingual education (Education), Multilingual Education, and English as a medium of instruction

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English-medium instruction (EMI) is a global and expanding phenomenon driven by a number of factors which have been so thoroughly described elsewhere (e.g., Coleman, 2006; Macaro, 2018; Richards & Pun, 2021) as to require no further discussion here. The growth of EMI has raised a plethora of questions and given rise to an increasing body of research literature, as indicated by two recent systematic reviews (Macaro et al., 2018; Molino et al., forthcoming). These reviews establish that research interest in the topic has exhibited marked, recent growth (Molino et al. restricted their focus to five European countries, but nonetheless found over 200 relevant publications only in the last decade).

DOI: 10.1075/jemi.00001.int

Publication Date: 2022

Publication Name: Journal of English-Medium Instruction

Research Interests:
Bilingual Education, Bilingual education (Education), Multilingual Education, and English as a medium of instruction

Books

Student Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research.

Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book:

addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials;
relates plagiarism to wider issues of learning and intellectual development;
collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy.
Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities

Publication Date: Oct 1, 2015

Research Interests:
English for Specific Purposes, English for Academic Purposes, EAP, English for Specific Purposes or Academic English, English for Specific/academic purposes, and EAP needs analysis

Publisher: Open University Press

Publication Date: 2013

Research Interests:
Intertextuality And Plagiarism, Academic Integrity, Academic Writing, Pedagogy, Professional Development, and 25 moreLearning And Teaching In Higher Education, Educational Linguistics, Plagiarism studies, Approaching plagiarism pedagogically, Staff Development, Plagiarism, Plagiarism, Authenticity, and Authorship, Plagiarism Software, Curriculum Theory and Development, Academic English, Cheating, Citation, Plagiarism factors, Plagiarism and Patchwriting, Plagiarism, Thresholds Concepts, EIL, Definition of Plagiarism, Student's Plagiarism, Rhetorical stance, Plagiarism in Higher Education, Teaching Writing Skills and Strategies, Plagiarism Management In Universities, Source Use, Teaching and Learning In Adult and Higher Education, and Plagiarism System

More Info: Maggie Charles, Diane Pecorari and Susan Hunston, eds. 2009.

Research Interests:
Discourse Analysis, English for Academic Purposes, Phonology, Phonetics, Pragmatics, and 15 moreSemantics, Sociolinguistics, Academic Writing, TESOL, Syntax, Applied Linguistics, Corpus Linguistics, Morphology, Cognitive Linguistics, English Grammar, ESP, Educational Linguistics, Corpus Linguistics and Discourse Analysis, Research Writing, and Arabic-English translation

Papers

Warschauer and colleagues' focus piece on generative artificial intelligence (AI) and second language (L2) writing makes a valuable and nuanced contribution to a debate too often characterised by simplistic and polarised disagreement about whether to circle the wagons against a perceived threat or uncritically embrace the new technology. Generative AI cannot be wished out of existence, so the question is not whether but how to use it, and this piece provides a starting point.

This is especially important in relation to L2 writing, a field in which, unlike many, student writing is more than just the vehicle for assessing attainments; the ability to produce written texts is the intended learning outcome. In making that point, the authors illustrate the need for writing skills and AI skills to develop in relation to each other:

DOI: 10.1016/j.jslw.2023.101067

Publication Date: 2023

Publication Name: Journal of Second Language Writing

Research Interests:
English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Academic Integrity, and 4 moreAcademic Writing, Second Language Writing, Academic Ethics, and Plagiarism

Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood. The ability of teachers in the EMI environment (i.e. disciplinary or ‘content’ teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of instruction is English. Across EMI contexts, concerns have been raised about teachers’ level of English proficiency (their ability to speak, write, read and listen in English), but research measuring their English proficiency attainments is lacking. This paper focuses on a key dimension of teachers’ English proficiency: vocabulary knowledge. Teachers (n = 130) took tests of receptive and productive knowledge of general and academic English vocabulary. The testing revealed significant proficiency variation in the cohorts tested, with some teachers exhibiting very low levels (<3000 words) of receptive and productive vocabulary knowledge. Implications for teaching in EMI are discussed.

DOI: 10.1080/01434632.2023.2260781

Publication Date: 2023

Publication Name: Journal of Multilingual and Multicultural Development

Research Interests:
Language Testing, Vocabulary, Vocabulary Acquisition, Second language vocabulary acquisition, English medium instruction, and English as a medium of instruction

Predatory conferences, like their journal counterparts, in many ways constitute a threat to researchers and academic institutions. Scholars in less developed academic systems are often said to be particularly likely to become their prey. The study presented in this chapter set out to investigate this possibility by answering two questions: whether researchers from less wealthy developing nations are especially likely to present their work at predatory conferences; and whether the harm caused by predatory conferences is experienced disproportionately by researchers and universities from less wealthy developing nations. To investigate these questions, the institutional affiliation of researchers who have presented their work at predatory conferences. It was found that, relative to population size, the wealthier, developing countries were particularly likely to attend predatory conferences, and that, relative to gross national income, the cost of participation fell most heavily on lower middle income countries.

DOI: 10.4324/9781003170723-11

Publication Date: 2023

Publication Name: Predatory Practices in Scholarly Publishing and Knowledge Sharing

Research Interests:
Academic Integrity, Predatory Publishers, Predatory journals, and Predatory Conferences

Plagiarism is a particularly complex issue because it straddles the boundary
between academic integrity and academic literacy. Academic texts are widely
understood to involve complex and precise expression and rhetorical sophistication. Learning to write them is rarely easy, but writers who are working through a second language face an additional challenge. Because of a trend toward increased international mobility among students, the number of inexperienced academic writers using a second language is large and rising rapidly. If, as it has been suggested, this group is especially likely to be charged with plagiarism, then there is a real danger both to the students in this group and to the standards of academic integrity. This chapter examines the aspects of plagiarism which are of particular relevance to second-language writers, identifies potential problem areas, and suggests solutions.

DOI: 10.1007/978-981-287-079-7_69-3

Page Numbers: 451–465

Publication Date: 2023

Publication Name: Handbook of Academic Integrity (2nd ed.)

Research Interests:
English for Academic Purposes, Teaching English as a Second Language, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, and 6 moreAcademic Integrity, Teaching English As A Foreign Language, Plagiarism studies, Academic Ethics, Plagiarism, and English for Specific Purposes or Academic English

Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum.
Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and causes of plagiarism remain unanswered, and solid evidence about effective pedagogical methods is largely lacking. This article outlines directions for future research on the topic and describes specific investigations that could be conducted.

DOI: 10.1017/S0261444821000495

Publication Date: 2023

Publication Name: Language Teaching

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Cheating and Plagiarism, Plagiarism Detection, and 15 moreIntertextuality And Plagiarism, Academic Integrity, TESOL, Educational Linguistics, English/Language for Academic Purposes, Plagiarism studies, Academic Ethics, Plagiarism, English for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English for Specific/academic purposes, English for Specific Purposes (ESP), English As a Second Language (ESL), Plagiarism Management In Universities, and Plagiarism System

Like predatory journals, predatory conferences are a growing part of the academic landscape, but unlike their journal counterparts, to date predatory conferences have not been extensively investigated, and many unanswered questions about their workings exist. From a positive ethics perspective, a more complete understanding of predatory conferences is desirable, as it can support researchers in making ethically appropriate choices about conference attendance. Ten predatory conference organisations were the focus of this study. The investigation first set out to identify and document the attributes of such conferences. They were then analysed to understand which attributes can most easily and reliably be used to distinguish them from legitimate conferences. A tool to assist prospective participants is introduced. The implications for positive ethics, in terms of making decisions about conference attendance, are discussed.

DOI: 10.1007/s10805-021-09406-4

Publication Date: 2021

Publication Name: Journal of Academic Ethics

Research Interests:
Academic Integrity, Academic Ethics, Predatory journals, and Predatory Conferences

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Integrity and misconduct are two sides of the same coin. Acts of misconduct violate principles of integrity, so promoting integrity implies an interest in combatting acts which challenge and degrade it. There is ample evidence that scholarly institutions and bodies interested in integrity frequently shift their gaze to its converse. For instance, the International Center for Academic Integrity (ICAI) defines academic integrity with respect to positive principles, establishing "six fundamental values: honesty, trust, fairness, respect, responsibility, and courage" (2021, p. 4). Despite this focus on the positive, in a reading list published by the ICAI listing key articles in academic integrity (Bertram Gallant, 2012), misconduct leaves a discernable footprint. Of 42 articles, 13 include "cheat" or "cheating" in their titles, six "plagiarism," and 12 "dishonesty" (by contrast, a single article has the word "honesty" in its title). Only nine of the 42 have titles which avoid mention of some negative act. Similarly, a search of the table of contents of the Journal of Academic Ethics finds 20 articles mentioning "plagiarism" in the title, and six naming the relatively recent phenomenon of contract cheating. Sixteen titles include "dishonesty" but only two include the word "honesty." Therefore, we ask, has the shift to "positive integrity" in the written discourses of institutions been mirrored in practice? Have we really moved to actioning and implementing "positive" rather than "negative" integrity frames? While recognising that it is appropriate and indeed necessary to investigate the transgressive, the objective of this Special Issue is to consider whether the balance is right, or whether greater awareness and implementation of positive ethics can create positive integrity change. What would happen if we were aspirational and kept the question "How can we do better?" front of mind? We acknowledge that transgressive acts are worthy of attention by virtue of their ability to threaten positive virtues. This gives positive virtues a very real primacy in principle (if not always respected in practice). The ICAI explains the need to emphasise positive values like this: Many instructors, students, staff, and administrators embrace the principles of academic integrity because they know the goals of teaching, learning, research, and service can only be accomplished in ethical environments. Despite that, scholarly institutions rarely identify and describe their commitment to the principles of integrity

DOI: 10.1007/s10805-021-09439-9

Publication Date: 2021

Publication Name: Journal of Academic Ethics

Research Interests:
Academic Integrity and Academic Ethics

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Publication Date: 2021

Publication Name: in Lasagabaster & Doiz (Eds.), Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice

Research Interests:
English medium instruction, English as a medium of instruction, Content and Language Integrated Learning (CLIL), and English and Applied linguistics

This response to Hultgren's position paper begins by examining elements of her argument. It weighs up the evidence for the assumptions which lead to her conclusions. Finally, it presents an alternative practical implication of her position.

DOI: 10.35360/njes.583

Publication Date: 2020

Publication Name: Nordic Journal of English Studies

Research Interests:
Language Planning and Policy, Language Policy, Global Englishes, and English as a medium of instruction

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Publisher: Springer International Publishing

Publication Name: Educational Linguistics

Research Interests:
Educational Linguistics

Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic vocabulary. Test items were based on a relatively recently developed list of academic vocabulary. They were then piloted, refined, and two comparable forms of the test were produced. The paper describes the approaches used to assess the validity and equivalence of the two forms of the test. Research and pedagogical implications and uses of the test are discussed.

DOI: 10.1016/j.jeap.2019.02.004

Publication Date: 2019

Publication Name: Journal of English for Academic Purposes

Research Interests:
English for Academic Purposes, Academic Writing, Vocabulary, Second language vocabulary acquisition, Language Testing and Assessment, and Academic vocabulary

With the objective of determining what academic vocabulary students use productively, and exploring the relationship between receptive and productive academic vocabulary, this paper continues the dialog on what constitutes academic vocabulary. By adopting a set of principled criteria (ratio, dispersion, discipline specificity and range) and by approximating the procedures from a recent study of academic vocabulary, the academic vocabulary found in students' writing is identified and subsequently compared to the academic vocabulary found in published academic writing (indexical of receptive purposes). Nearly 600 words emerge as being represented significantly more frequently in students' academic writing than in their non-academic writing, demonstrating that students distinguish in their writing between academic and non-academic vocabulary. Furthermore, the investigation finds significant differences between students' productive academic vocabulary and academic vocabulary serving receptive purposes, suggesting that students' productive and receptive academic vocabulary needs are far from identical. The findings reported here are intended to serve as a tool for EAP educators working to help students develop academic vocabulary fit for purpose, as well as an incentive for EAP researchers to continue to explore the nature of academic vocabulary.

DOI: 10.1016/j.esp.2017.11.002

Publication Date: 2018

Publication Name: English for Specific Purposes

Research Interests:
Vocabulary, Vocabulary Acquisition, and Vocabulary Learning in ESL

This book speaks to university teachers who are concerned about plagiarism and want to address it constructively, but feel that they may not have all the tools or information they need to do so. Those of us who have contributed to this book have a longstanding interest in plagiarism, and our experience is that colleagues—the ones we meet in the professional development courses and workshops we conduct, and the ones we meet by the coffee pot at work—have a lot of questions about plagiarism.

Publication Date: 2018

Publication Name: Student Plagiarism in Higher Education Reflections on Teaching Practice

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism, and Plagiarism Management In Universities

Coming as it does at the beginning of a volume on plagiarism, this chapter has two purposes. The first is to provide an understanding of what plagiarism means, as a foundation on which the other chapters can build. This is not to say that the definition presented here will be adopted uncritically elsewhere in this book, but it will provide a springboard for discussion.

Publication Date: 2018

Publication Name: Student Plagiarism in Higher Education Reflections on Teaching Practice

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, and Plagiarism

The chapters in this book have suggested many possible ways in which appropriate intertextuality can be fostered in higher education. Here we point to some recurrent threads in the chapters, and their implications for higher education pedagogy. No pedagogical intervention or innovation is applicable to all contexts, and no teacher has complete autonomy, particularly when it comes to responding to an act which is normally addressed in institutional disciplinary codes. For that reason, suggestions for best practice in handling plagiarism are often counsels of perfection. We believe, however, that even if some of the specific suggestions for practice detailed below are not to a teacher's taste, or not workable in his or her context, they at least define an area for reflection, from which other approaches may be identified.

Publication Date: 2018

Publication Name: Student Plagiarism in Higher Education Reflections on Teaching Practice

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities

Journal Name: Seargeant, P., Hewings, A., & Pihlaja, S. (Eds.). (2018). The Routledge handbook of English language studies. London ; New York, NY: Routledge.

Publication Date: 2018

Publication Name: The Routledge handbook of English language studies.

Research Interests:
TESOL, English as a Foreign Language (EFL), and English As a Second Language (ESL)

Liontas, J. I., International Association, T., & DelliCarpini, M. (Eds.). (2018). The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235

Publication Date: 2018

Publication Name: The TESOL Encyclopedia of English language teaching

Research Interests:
TESOL, Second Language Writing, English as a Foreign Language (EFL), ESL/EFL Writing, and English As a Second Language (ESL)

The connection between TESOL and English-medium instruction (EMI) may appear at first to be somewhat tenuous. After all, teaching English to speakers of other languages is typically accomplished through deliberate, form-focused instruction. On the other hand, EMI presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Coleman asserts that "foreign language learning in itself is NOT the reason why institutions adopt English medium teaching" (2006, p. 4; emphasis in the original), and while this assertion may perhaps be overly categorical (as discussed below), to the extent that language learning is an objective of EMI, it is very much a second-order one, and language development is frequently ignored or deprioritized in EMI contexts.

DOI: 10.1002/tesq.470

Publication Date: 2018

Publication Name: TESOL Quarterly

Research Interests:
TESOL, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English medium instruction, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

[Forthcoming in Classroom Discourse]

In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.

Keywords: disciplinary discourse; vocabulary; exposure; teacher practices; partial English-medium instruction; multilingual classrooms

This paper is centered in the space of English Medium of Instruction (EMI) and is primarily concerned with advanced students’ productive knowledge of English academic vocabulary, widely regarded as a crucial dimension of successful academic communication. The study problematizes the claim that EMI is beneficial for students’ development of academic vocabulary knowledge. The investigative context is a technical university in Sweden where all degree programs at graduate level use English as the medium of instruction. The corpus data include texts (n=80, ca. 720,000 words) produced by Master of Science students in their first and second year of study, written by home and international students. The study, using the Academic Vocabulary List (Gardner and Davis 2014), sets out to answer three research questions relating to knowledge and development of academic vocabulary in EMI: (i) What is the lexical coverage of advanced (master’s) level student writing, i.e. what proportion of words in students’ texts is academic? (ii) Are home students and international students (all of whom have English as an additional language) comparable in terms of their productive academic vocabulary knowledge? (iii) Does students’ productive knowledge of academic words appear to develop during their studies? The results of the investigation can be summarized as follows: in the corpus as a whole, academic vocabulary items account for approximately 20% of all tokens. This figure is considerably higher than that found in many earlier studies. There are no significant differences between home and international students in any of the measures of vocabulary used (pertaining to lexical sophistication and diversity). Finally, the findings regarding lexical development across years of study are somewhat mixed; however, the overall picture presented by the various measures is one of significant but very modest gains in some areas and none in others. These findings call into question the actual effectiveness of EMI for academic vocabulary development. The overall contribution of the paper is an important step towards more comprehensive understanding of what expectations we may reasonably have of the development of English language competency in EMI.

Research Interests:
English for Academic Purposes, Vocabulary Acquisition, Vocabulary Learning, Second language vocabulary acquisition, Vocabulary Learning in ESL, and English as a medium of instruction

Publication Date: 2016

Publication Name: In R. Manchón & P. Matsuda (Eds.) Handbook of Second and Foreign Language Writing. Berlin: De Gruyter Mouton.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Intertextuality And Plagiarism, Academic Writing, Second Language Writing, and 4 morePlagiarism studies, Plagiarism, teaching academic writing to ESL or L2 students, and English for Specific Purposes or Academic English

Publication Date: 2017

Publication Name: Malmström, H., & Pecorari, D. (2021). Disciplinary literacies: A nexus for content and language teacher practice. In D. Lasagabaster & A. Doiz (Eds.), Language use in English-medium instruction at university: International perspectives on teacher practice. Abingdon: Routledge.

Research Interests:
Content and Language Integrated Learning, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Publication Date: 2016

Publication Name: L2 writing in the global context: Represented, underrepresented, and unrepresented voices

Research Interests:
English for Academic Purposes, Academic Writing, Second Language Writing, Academic literacy, and English for Specific Purposes or Academic English

Rich intertextuality is a pervasive quality of academic texts, but one which is perhaps most conspicuous in the references to other sources which characterise the preponderance of written academic genres. In addition, the highly conventional nature of much academic discourse creates a web of less direct ties among works with a common purpose, intended readership, etc. These indirect ties—or rather the textual characteristics which result from them—are seldom if ever explicitly acknowledged. References, on the other hand, constitute explicit signals of direct intertextual relationships and it is a widespread expectation that such explicit signals of acknowledgement will be provided. When they are not, the result is an unconventional relationship which is frequently labelled 'plagiarism' and is castigated as a violation of academic integrity. This chapter reviews the rather disparate strands of research on intertextuality and plagiarism with relevance for English for Academic Purposes. It concludes with recommendations for further research and for teaching practice.

Publication Name: In K. Hyland and P. Shaw (Eds.), The Routledge handbook of English for academic purposes

Research Interests:
English for Specific Purposes, English for Academic Purposes, Intertextuality And Plagiarism, Academic Writing, Intertextuality, and 2 morePlagiarism studies and Plagiarism

subject-specific terminology in both the local language and the L2 (English) by learning
from two media in two different languages: lectures in the local language and reading in
L2 English. These students’ bilingual learning is greatly affected by the learning strategies
they employ. An experiment was designed to investigate the effects of student choice of
learning media and the order of media on their learning and perception of learning of
terminology in English. The results confirm that added exposure to terminology in
different media, even in different languages, contributes to learning and show that, in
some circumstances, learning terminology from reading may be more effective than
learning it from a lecture. The results also show that students do not correctly judge their
knowledge of terms learnt from different media in different languages and that they underestimate
knowledge gained from reading in L2. Implications for teaching are discussed.

Research Interests:
Reading, Vocabulary Acquisition, Second language vocabulary acquisition, Vocabulary Learning in ESL, and English as a medium of instruction

Plagiarism is a particularly complex issue because it straddles the boundary between academic integrity and academic literacy. Academic texts are widely understood to involve complex and precise expression and rhetorical sophistication. Learning to write them is rarely easy, but writers who are working through a second language face an additional challenge. Because of a trend toward increased international mobility among students, the number of inexperienced academic writers using a second language is large and rising rapidly. If, as it has been suggested, this group is especially likely to be charged with plagiarism, then there is a real danger both to the students in this group and to standards of academic integrity. This chapter examines the aspects of plagiarism which are of particular relevance to second-language writers, identifies potential problem areas and suggests solutions.

Location: Berlin

Publisher: Springer

Journal Name: Handbook of Academic Integrity

Publication Date: 2015

Publication Name: In T. Bretag (Ed.), The handbook of academic integrity.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Integrity, and 4 moreSecond Language Writing, Plagiarism studies, Plagiarism, and English for Specific Purposes or Academic English

Publication Date: 2015

Publication Name: Journal of Second Language Writing, 30, 94–99.

Research Interests:
English for Academic Purposes, Plagiarism Detection, Academic Writing, Second Language Writing, Plagiarism studies, and 2 morePlagiarism and English for Specific Purposes or Academic English

More Info: with Bojana Petric

Publication Date: 2014

Research Interests:
English for Academic Purposes, Intertextuality And Plagiarism, Academic Writing, Second Language Writing, Educational Linguistics, and 5 morePlagiarism studies, Approaching plagiarism pedagogically, Plagiarism, Plagiarism Management In Universities, and Source Use

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Publication Date: 2013

Publication Name: Nordic Journal of English Studies 13, 37-64.

Research Interests:
English for Specific Purposes, Intertextuality And Plagiarism, Intertextuality, English for Specific Purposes or Academic English, and English for Specific/academic purposes

Publication Date: 2013

Publication Name: Journal of English for Academic Purposes, 12(2), A1–A3.

Research Interests:
English for Academic Purposes, Academic Writing, Citation context analysis, English for Specific Purposes or Academic English, English for Specific/academic purposes, and Source Use

Publication Date: 2012

Publication Name: Pecorari, D. (20In C. A. Chapelle, (Ed.). The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Plagiarism studies, and Plagiarism

Publication Date: 2012

Publication Name: Office of Research Integrity Newsletter, 20(3), 3, 10.

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Integrity, Academic Writing, Writing Centers, and 15 morePlagiarism studies, Approaching plagiarism pedagogically, Identity, Power, Voice, Plagiarism, Plagiarism, Authenticity, and Authorship, Academic English, Plagiarism and Patchwriting, Policy Implementation, EIL, Cultural Stereotypes, Teaching Writing Skills and Strategies, Plagiarism Management In Universities, and Source Use

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"Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an
essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semistructured
text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic
writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided."

More Info: Pecorari, D., & Shaw, P. (2012). Journal of Second Language Writing, 21(2), 149–164.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Intertextuality And Plagiarism, Second Language Writing, English/Language for Academic Purposes, and 2 morePlagiarism studies and Plagiarism

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Shaw, P., Irvine, A., Malmström, H., Mežek, Š. & Pecorari, D. (2012). . Resultatdialog 2012. Vetenskapsrådets rapportserie 7, 153-166.

Publication Date: 2012

Publication Name: Resultatdialog 2012. Vetenskapsrådets rapportserie 7, 153-166.

Research Interests:
Vocabulary Acquisition and Incidental Vocabulary Learning

Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities.

Publisher: dialnet.unirioja.es

Publication Date: 2011

Publication Name: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE)

Research Interests:
Education, English for Academic Purposes, Higher Education, TESOL, Learner Autonomy, and 18 moreMetacognition, Reading, ESP, Language, CALL, Sla, Cpd, Text, English as a Foreign Language (EFL), EAP, Attitudes, ESL-EFL- EAP-Teachers' education, ESOL, Parallel-language Environment, SLA, Linguistic Competence, Materials Evaluation & Design, and Managing Innovations In ELT

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Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English-language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences of English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided both about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the EFL/ESL classroom are discussed.
KEYWORDS: reading practices, textbooks, English second-language reading, second-language reading, parallel language contexts

More Info: Pecorari, D., Shaw, P., Malmström, H., & Irvine, A. (2011). TESOL Quarterly, 45, 313–333.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Second Language Acquisition, Languages and Linguistics, and 10 moreVocabulary, TESOL, Teaching English As A Foreign Language, Educational Linguistics, English/Language for Academic Purposes, Academic literacy, Textbooks, Parallel-Language Universities, Reading in a Second Languagee, and Academic Reading

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More Info: Shaw, P., Irvine, A., Malmström, H. & Pecorari, D. (2010). Hermes Journal of Language and Communication Studies, 45.

Research Interests:
Second Language Acquisition, Languages and Linguistics, Educational Linguistics, Academic discourse, and Academic Reading

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Proceedings of the 4th Plagiarism Conference, 21-23 June, 2010, Newcastle upon Tyne.

More Info: Pecorari, D. & Shaw, P.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Languages and Linguistics, Intertextuality And Plagiarism, English/Language for Academic Purposes, and 2 morePlagiarism studies and Approaching plagiarism pedagogically

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More Info: Sutherland-Smith, Wendy & Pecorari, Diane. Proceedings of the 4th Plagiarism Conference, 21-23 June, 2010, Newcastle upon Tyne.

Research Interests:
Cheating and Plagiarism, Languages and Linguistics, Intertextuality And Plagiarism, Higher Education Policy, Plagiarism studies, and 3 moreApproaching plagiarism pedagogically, Plagiarism, and Plagiarism Management In Universities

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More Info: Charles, M., Pecorari, D. & Hunston, S. (2009). General introduction. In M. Charles, D. Pecorari & S. Hunston (eds.). Academic writing: At the interface of corpus and discourse. London: Continuum, 1-10.

More Info: (2009). In M. Charles, D. Pecorari & S. Hunson (Eds.), Academic writing: At the interface of corpus and discourse. London: Continuum.

Research Interests:
English for Academic Purposes, Languages and Linguistics, Academic Writing, Corpus Linguistics, English/Language for Academic Purposes, and 3 moreFormulaic Language, Languages for Specific Purposes, and Lexical Bundles

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More Info: Pecorari, D. (2009). Introduction to part III: Focus on learner discourse. In M. Charles, D. Pecorari & S. Hunston (eds.). Academic writing: At the interface of corpus and discourse. London: Continuum, 191-192.

Repetition in language use has been approached from several rather diverse angles, including pre-fabricated multi-word lexical units and intertextuality of types ranging from quotation to patchwriting (Howard, 1995) to plagiarism. This paper suggests that such divergent approaches to the question of repetition have commonalities which can inform EAP practice, and reports the results of an investigation into repetition in a specific element in biology research articles.

More Info: Nordic Journal of English Studies vol. 7 No. 3, December 2008 9-33

Research Interests:
Academic Writing, Formulaic Language, and Lexical Bundles

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More Info: (2008). In P. Friedrich, Teaching academic writing (pp. 222-241). London: Continuum.

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Writing, Pedagogy, and 4 moreEnglish/Language for Academic Purposes, Plagiarism studies, Approaching plagiarism pedagogically, and University Teaching Methods

As novice members of their academic discourse communities, postgraduates face the challenge of learning to write in ways which will be judged as appropriate by those communities. Two resources in this effort are students' own observations of the features of published texts in their disciplines, and feedback on their texts from teachers and advisors. These resources depend, though, on the extent to which textual features can be observed. Swales (1996) has noted the existence of occluded academic genres. The notion of occlusion is extended here to refer to the features of academic texts which are not ordinarily visible to the reader. One important area of occlusion is citation and, specifically, the relationship between a reference to a source and the source itself. This article reports the findings of an investigation into three visible and occluded features of postgraduate second-language writing. The novice writers in this study were found to respond to their disciplines' expectations in terms of the visible aspects of source use, but with regard to the occluded features their writing diverged considerably from received disciplinary norms. The findings also suggest that, with respect to disciplinary norms, a gap may exist between what is prescribed and what is practiced.

More Info: (2006). English for Specific Purposes, 25, 4-29.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Languages and Linguistics, Intertextuality And Plagiarism, and 9 moreAcademic Writing, Second Language Writing, English/Language for Academic Purposes, Citation Behavior, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, Plagiarism Management In Universities, and Source Use

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Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in order to describe the relationship between the two. Interviews were also conducted with the student writers and their supervisors. The student writing was found to contain textual features which could be described as plagiarism, but the writers’ accounts of their work and the textual analysis strongly suggest absence of intention to plagiarize, thus providing empirical verification of similar suggestions in the literature. Implications of these findings are discussed and include a recommendation that the focus on preventing plagiarism be shifted from post facto punishment to proactive teaching.

More Info: (2003). Journal of Second Language Writing, 12, 317-345.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Languages and Linguistics, Plagiarism Detection, and 10 moreIntertextuality And Plagiarism, Academic Writing, Second Language Writing, English/Language for Academic Purposes, Plagiarism studies, Approaching plagiarism pedagogically, Languages for Specific Purposes, Plagiarism, Plagiarism and Patchwriting, and Plagiarism Management In Universities

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More Info: (2001). In D. Belcher & A. Hirvela (Eds.). Linking literacies: Perspectives on L2 reading-writing connections (pp. 229-245). Ann Arbor: University of Michigan Press.

Publication Date: 2001

Research Interests:
Intertextuality And Plagiarism, Education Policy, Educational Linguistics, Higher Education Policy, Plagiarism studies, and 4 moreApproaching plagiarism pedagogically, Language Policy, Plagiarism, and Plagiarism Management In Universities

More Info: In D. Lynch & A. Pilbeam (Eds.), Heritage and Progress: From the past to the future in intercultural understanding. Proceedings of the 1998 SIETAR Europa Congress, 57-64

Publication Date: 2000

Publication Name: Heritage and Progress: From the past to the future in intercultural understanding. Proceedings of the 1998 SIETAR Europa Congress

Research Interests:
Plagiarism

"This paper reports the findings of a study of undergraduate student use of,
and attitudes toward, textbooks and other assigned reading. More than
1200 students of various subjects at three Swedish universities were surveyed.
Most students said reading played an important role in learning
generally and attributed positive characteristics to their textbooks. However,
students’ self-reported reading behaviour was at odds with these attitudes,
with many students reporting some degree of non-compliance with
reading assignments and a small group of students expressing active resistance
to completing reading assignments. Although textbooks were perceived
as valuable, students reported a preference for learning course
content from other resources, such as lectures and lecture notes. Textbooks
were perceived as alternatives, rather than complements, to attending class.
Differences were found across academic disciplines. Implications of these
findings for educational administration and classroom practice are discussed."

More Info: Pecorari, D., Shaw, P., Irvine, A., Malmström, H., & Mežek, Š. (2012). Quality in Higher Education, 1–22. doi:10.1080/13538322.2012.706464

Research Interests:
Higher Education, Reading Habits/Attitudes, Learning And Teaching In Higher Education, Quality assurance in Higher Education, Textbook Research, and 4 moreParallel-Language Universities, Textbook, Reading Practices, and Textbook Reading

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And 9 more

Keynote/plenary addresses

English-medium instruction (EMI) is a rather unusual pedagogical phenomenon. Generally speaking, educational interventions are structured around explicitly articulated intended learning outcomes, teaching and learning activities designed to advance learners toward those outcomes, and assessment mechanisms to reveal the extent to which the outcomes were achieved. In EMI settings, most stakeholders expect that the use of English as the instructional language will strengthen students' proficiency in English; however, language development is not accorded the same sustained attention as content-related outcomes. In most EMI settings, language takes a back seat to content. In many, language related learning objectives, explicit language instruction in the content classroom, and assessment of students' developing language skills are entirely lacking.
One of the reasons for the downplaying of language in the EMI classroom is the way that teachers of the academic subjects orient toward language skills. Many feel that language teaching is not their area of competence, and that they lack the skills needed to provide input or feedback on students' language use. Some believe that attention to language is not necessary: that exposure to English will lead to incidental language acquisition, without any particular effort. As a result, many EMI teachers choose to focus on what they know how to do well and with confidence--teaching their academic subjects--and leave the development of students' language skills to chance.
Leaving intended pedagogical outcomes to chance is, manifestly, not ideal, and in the EMI literature it is easy to find calls for this situation to be remedied by team-teaching initiatives: subject specialists and language teaching specialists working together to design and deliver instruction which gives equal priority to the development of language skills and subject knowledge. In this respect, the EMI literature is echoing similar calls from the early days of research into English for specific purposes (ESP) and English for academic purposes (EAP). Going back to the 1980s, ESP and EAP researchers proposed team-teaching models, implemented them, and assessed their effectiveness.
In this talk, I will follow up on that body of research. How did these collaborations play out in practice? Are they still a common feature of the ESP/EAP landscape? What did they deliver successfully, and what worked less well? Above all, this talk will ask what lessons can be learned from these ESP/EAP initiatives to make the EMI environment a rich space for learning.

Publication Date: 2024

Research Interests:
English for Specific Purposes, English for Academic Purposes, TESOL, English for Specific Purposes or Academic English, English medium instruction, and 3 moreEnglish for Specific/academic purposes, English as a medium of instruction, and English for Specific Purposes (ESP)

What are the outcomes of English-medium instruction?

It has frequently been observed that English-medium instruction (EMI) has is not a planned pedagogical strategy, in the way that other multilingual pedagogies such as immersion are. EMI is, rather, a pedagogical situation, and one which governments or educational institutions promote and implement in order to create a set of circumstances which will allow the attainments of certain objectives. Perhaps the two objectives most closely linked with the implementation of EMI are internationalisation (in all its many forms); and the incidental acquisition of English.

There are also costs associated with EMI; for instance, the risk that students will master their subject content less effectively, because they are required to work through the medium of a second language. It is therefore important, and institutions increasingly face decisions about whether and how to implement EMI, to understand the net outcomes. This talk will address two key questions:
• What are the effects of EMI on students' content learning? and
• What are the effects of EMI on students' English-language skills?

DOI: 10.1111/ijal.12006

Location: Tainan

Event Date: Nov 19, 2022

Research Interests:
English for Academic Purposes, Second Language Acquisition, Higher Education, TESOL, Applied Linguistics, and 3 moreEnglish for Specific Purposes or Academic English, English medium instruction, and English as a medium of instruction

Proficiency in English is a central consideration in English-medium instruction (EMI). One one hand, a satisfactory level of proficiency is needed in order to insure that students have good preconditions for success in their studies. On the other hand, increased skills in English are among the intended outcomes which lead universities to implement EMI (though not, of course, the only one). Perhaps surprisingly, relatively little is known about the relationship between EMI and English proficiency. This talk will marshall the available evidence in order to answer two broad questions: what are the preconditions of EMI, in terms of participants' English proficiency?; and what are the outcomes of EMI, in terms of participants' proficiency gains?

Publication Date: 2022

Publication Name: Plenary address East Asia Regional Group of the Integrating Content and Language in Higher Education Association

Research Interests:
Bilingual education (Education), Multilingual Education, English Language Proficiency, English medium instruction, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

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Triangulating proficiency in English-medium instruction

Proficiency in English is a central consideration in English-medium instruction (EMI). One one hand, a satisfactory level of proficiency is needed in order to insure that students have good preconditions for success in their studies. On the other hand, increased skills in English are among the intended outcomes which lead universities to implement EMI (though not, of course, the only one). Perhaps surprisingly, relatively little is known about the relationship between EMI and English proficiency. This talk will marshall the available evidence in order to answer three questions: 1) what level of English proficiency do students around the world have when they enter the university-level EMI classroom? 2) what level of English proficiency gives good preconditions for success in EMI? and 3) to what extent does EMI raise proficiency levels?

Event Date: Nov 13, 2021

Publication Date: 2021

Publication Name: International Symposium on English Language Teaching & Learning/International Conference and Workshop on TEFL & Applied Linguistics

Research Interests:
English for Academic Purposes, TESOL, English for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English for Specific/academic purposes, and 3 moreTESL/TEFL, English as a medium of instruction, and Teaching English as a foreign language (TEFL)

In higher education around the globe, vast resources go into combatting plagiarism. For over two decades, text-matching tools have been available to save teachers the effort of searching through library shelves or Google search returns to document plagiarism. Our universities spend significant sums on these tools, in the hopes that the threat of detection will serve to deter students from plagiarism. And yet, plagiarism is still with us. Indeed, some observers believe that there is more plagiarism than ever before. The first part of this talk will consider why our concerted efforts to fight plagiarism have not resulted in a cure for the problem. The second part will reflect on ways forward, with emphasis on the role that study-and language centres, and their tutors, can play.

Location: Örebro

Event Date: Nov 20, 2020

Organization: Nätverkskonferensen för språk- och studieverkstäder i Norden

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Academic Writing, Plagiarism studies, and 2 morePlagiarism and Plagiarism Management In Universities

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In this presentation I will take student plagiarism as a starting point and consider whether academic misconduct by students and by academic staff are treated equally. Several case studies will be presented in order to examine types of misconduct which range from the questionable to the manifestly wrong. From this, a perspective will be identified which can heighten awareness of ethical concerns among academic staff, as well as the beneficial flow-on effects for student understanding of academic ethics.

Publication Date: 2019

Publication Name: Keynote given at Plagiarism across Europe and Beyond, Vilnius, Lithuania.

Research Interests:
Plagiarism Detection, Intertextuality And Plagiarism, Academic Integrity, Academic Ethics, Plagiarism, and Plagiarism Management In Universities

Plagiarism is widely understood as a disruptive phenomenon, a problem to be combatted, detected and punished. In this sense it is a distraction from the teaching and assessment activities which are central to the mission of the EAP/ESP classroom. "Plagiarism detection" tools are therefore often seen as a solution which can minimise the time and attention teachers must spend on this particular disruption. However, such tools are controversial and problems have been associate with their use. This talk will examine the phenomenon of plagiarism, describe the types of plagiarism which software can and cannot detect, and discuss the problems and benefits associated with these tools. It will conclude by making connections between this and other instructional technologies, and describe one model for integrating technology into ESP in a productive way.

Location: Hong Kong Polytechnic University

Organization: International Conference on ESP, new technologies and digital learning

Conference End Date: Dec 9, 2017

Conference Start Date: Dec 7, 2017

Research Interests:
English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, and 4 moreAcademic Writing, Plagiarism studies, Plagiarism, and English for Specific/academic purposes

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Location: Tainan, Taiwan

Event Date: Nov 17, 2017

Organization: National Cheng Kung University

Conference End Date: Nov 19, 2017

Conference Start Date: Nov 17, 2017

Research Interests:
English for Academic Purposes, Taiwan, Tainan, English as a medium of instruction, Content and Language Integrated Learning (CLIL), and National Cheng Kung University

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Tainan_slides.pdf

Tainan_abstract.pdf

As a research topic in its own right, plagiarism has a relatively short history in TESOL and applied linguistics. However, numerous well established areas of linguistic inquiry have an overlapping footprint. Second‐language writing, language for specific purposes, formulaic language, English‐medium instruction and English as a lingua franca are some of the research areas which have significant conceptual overlaps with plagiarism. The first part of this talk will describe the existing state of research on plagiarism, and ways in which it can inform, and be informed by the broader research landscape. The second part of the talk will suggest ways in which TESOL professionals can use the lessons from plagiarism research to add value to our educational settings more broadly.

Location: University of Sydney

Event Date: Sep 9, 2017

Organization: TESOL Research Network Colloquium

Conference End Date: Sep 9, 2017

Conference Start Date: Sep 9, 2017

Research Interests:
English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, and 5 moreAcademic Writing, TESOL, Second Language Writing, Plagiarism studies, and Plagiarism

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Publication Date: 2014

Publication Name: Keynote address at the National English Studies Essay Workshop, Växjö, Sweden, 29 September.

Location: Copenhagen University

Organization: Integrating Content and Language in Higher Education

Conference End Date: Oct 7, 2017

Conference Start Date: Oct 4, 2017

Research Interests:
English for Specific Purposes, English for Academic Purposes, English for Specific Purposes or Academic English, English for Specific/academic purposes, and English as a medium of instruction

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Location: Huazhong University of Science and Technology

Organization: 3rd China EAP Association Annual Conference/2nd International Symposium on EAP in Asia

Conference End Date: May 21, 2017

Conference Start Date: May 19, 2017

Research Interests:
English for Specific Purposes, English for Academic Purposes, Second Language Writing, Plagiarism studies, Plagiarism, and 3 moreEnglish for Specific Purposes or Academic English, English for Specific/academic purposes, and English for Specific Purposes (ESP)

English medium instruction (EMI) is growing rapidly around the world, and the complex set of interlocking drivers for this trend can be divided into two broad categories. First, there is a belief that placing second-language users of English in an instructional setting where English is used as the medium of instruction will create incidental learning outcomes; that is, tackling teaching and learning activities in English will lead to improved English proficiency. In this view, the English which is learned is likely to be academic in nature (e.g., mastery of academic vocabulary or the ability to write typical academic genres) and/or related to the subject of instruction (e.g., technical terminology). In other words, EMI is intended to provide many of the same outcomes as instruction in English for academic purposes (EAP) or English for specific purposes (ESP).

An alternative set of motivating factors behind EMI are those related to internationalisation. Universities wish to recruit international students and staff, encourage outward mobility for students, and otherwise advance their internationalisation objectives, and a lingua franca is needed to facilitate this. From this perspective, English is almost coincidental: any lingua franca which allowed researchers and teachers and students to communicate would suffice, but English happens to be the undisputed academic lingua franca.

In practice these two drivers for EMI--the need for a lingua franca and the belief that EMI promotes incidental learning of English--frequently co-occur. However, they differ sharply in terms of their assumptions about students' starting points, the explicit and tacit expectations which participants have of them, and their implications for how EMI should be implemented, In many settings, too little attention has been given to the tensions between these two models.

The aim of this talk is to examine these tensions between EMI as ESP/EAP and EMI as a neutral vehicle for pedagogical communication. It will begin with a brief review of the different forms in which EMI is implemented around the world, before describing the ramifications of the different expectations of EMI. It will conclude by describing some of the things which students, teachers and educational administrators can do to ensure the best outcomes for EMI.

Location: Tainan, Taiwan

Event Date: Oct 30, 2016

Organization: National Cheng Kung University

Research Interests:
English for Specific Purposes, English for Academic Purposes, English for Specific Purposes or Academic English, English for Specific/academic purposes, English as a medium of instruction, and English for Specific Purposes (ESP)

Location: Sofia, Bulgaria

Event Date: Sep 12, 2015

Organization: Academic Communication in Multimedia Environment

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Writing, Intertextuality, and 3 morePlagiarism studies, Plagiarism, and Plagiarism Management In Universities

Organization: Preventing plagiarism conference, Örebro University

Publication Date: Dec 5, 2014

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Academic Writing, and 4 morePlagiarism studies, Plagiarism, teaching academic writing to ESL or L2 students, and Plagiarism Management In Universities

More Info: Writing Development in Higher Education, Coventry

Publication Date: Jul 11, 2014

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Academic Writing, Second Language Writing, and 11 morePlagiarism studies, Approaching plagiarism pedagogically, Plagiarism, L2 writing, teaching academic writing to ESL or L2 students, Plagiarism and Patchwriting, Digital plagiarism & Academic dishonesty, Plagiarism among University Students: Intentional or Accidental, Plagiarism) Multiculturalism, Plagiarism Management In Universities, and Plagiarism System

Writing centre tutors, like all university staff in a student-facing role have a responsibility to prevent student plagiarism. The objective of this hands-on session is to enhance participants' skills for doing so, by providing a solid foundation of knowledge about these key questions related to plagiarism:
• What is plagiarism?
• Do we all mean the same thing when we say plagiarism?
• Does culture play a role?
• Are there differences across academic subjects?
• Are today's Millenial students more likely to plagiarise?

Location: Stockholm University

Event Date: Nov 15, 2013

Organization: Studie- och språkverkstädernas nationella konferens

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, and 2 morePlagiarism Management In Universities and Plagiarism System

Second
language writing is an established field in North America, and as
an integral
component of English for Academic Purposes it is firmly entrenched in places like the UK.
However, the situation is markedly different in the Nordic region. Fewer researchers are
concerned with the topic; the perception of it as a field in its
own right is less prevalent; and
it lacks the trappings of an established research area (e.g., dedicated degree programmes).
This paper describes the status of second
language writing studies in the Nordic region and
charts the factors, which have shaped t
he contours of this research

Location: Jinan, China

Event Date: Oct 20, 2013

Organization: Symposium on Second Language Writing

Research Interests:
Teaching English as a Second Language, Academic Writing, Second Language Writing, Genre Analysis & Second Language Writing, and teaching academic writing to ESL or L2 students

Location: Roesnaes, Denmark

Event Date: Aug 19, 2009

Organization: Danish English Studies Conference

Conference End Date: Aug 20, 2009

Conference Start Date: Aug 19, 2009

Location: Forum för Textforskning 4, Stockholm

Event Date: Jun 2009

Conference End Date: Jun 9, 2009

Conference Start Date: Jun 8, 2009

Location: Meeting of the Swedish Association for Language for Academic Purposes

Event Date: Oct 22, 2007

Conference End Date: Oct 23, 2007

Conference Start Date: Oct 22, 2007

Location: International Students, Academic Writing and Plagiarism Conference, Lancaster University

Event Date: Sep 2007

Conference End Date: Sep 7, 2007

Conference Start Date: Sep 5, 2007

Reports

How strong is the status of English at Swedish universities today? The growing footprint of English over Swedish was one of the clearest drivers
for Sweden’s 2009 Language Act. In the debate attending the Language Act, higher education and research were the societal domains widely perceived to have seen the greatest spread of English. The report Language choice and internationalisation presents the results of a study of the languages used for teaching and publication at Swedish universities. It is a follow-up to a similar study from 2010. The results show that the use of English at Swedish universities has continued to increase since 2010. The increase has been particularly great in the humanities, where Swedish was previously the dominant language of instruction. The trend is the same for language of publication. The
proportion of doctoral theses and articles written in English has long been very high in some disciplines, such as the natural sciences and engineering and technology; now, a sharp increase has occurred in the volume of English-language research writing in the humanities and social sciences.

Publication Date: 2022

Publication Name: Reports from the Language Council of Sweden

Research Interests:
English for Academic Purposes, Educational Linguistics, English for Specific Purposes or Academic English, English medium instruction, and English as a medium of instruction

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Hur stark är engelskans ställning på svenska universitet och högskolor? I rapporten Språkval och internationalisering presenteras en uppföljande undersökning i frågan. Resultaten visar att användningen av engelska på svenska lärosäten har fortsatt att öka. Ökningen är särskilt stor inom humaniora och teologi, där svenskan tidigare varit det dominerande språket.

Publication Date: 2022

Research Interests:
Bilingual education (Education), Multilingual Education, and English as a medium of instruction

Runt om i världen och i många sammanhang får engelskan en större och
större roll. Detta gäller inte minst inom universitetsvärlden där både forskare, lärare och studenter i allt större utsträckning förväntas kunna utföra uppgifter på engelska. Detta gäller även i icke engelskspråkiga länder, och för nästan alla ämnen. När engelskan används tillsammans med ett lokalt språk uppstår en parallellspråkig miljö. En sådan miljö förekommer till viss del eftersom alternativ tycks saknas; i ett land som t.ex. Sverige med en relativt liten befolkning kan det vara oekonomiskt att producera kursböcker på svenska, så böcker på engelska blir ett naturligt alternativ

Publication Date: 2021

Publication Name: Resultatdialogen

Research Interests:
Higher Education, Textbooks, and English as a medium of instruction

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Special issues

Intertextual relations – building on previous work – form a key element in the academic enterprise, and appropriate intertextuality is an index of successful academic achievement for students. It is a useful index because if intertextuality is appropriate it is likely that learning goals in other areas have been achieved – the intertextuality practices of academic writing are hard to learn. This is most obvious in the area of citation, the deliberate and explicit use of source material. There are
a number of reasons for this difficulty. One is that appropriateness is dependent on the purpose, genre and discourse community in relation to which a text is produced. There is not a single model of appropriate source use that applies across all assignment types and in all disciplines across the university. Another reason is that efforts to create intertextual ties can fail not only with respect to those features which are overt and visible, leading to low grades, but also in ways which are not
superficially visible and may therefore appear to be deliberately hidden, leading potentially to accusations that the writer has simulated academic achievement without actually going through the required process. Writers must therefore balance the demands of demonstrating community membership with those of avoiding accusations of plagiarism. This problematic situation is compounded by the fact that intertextuality cannot be avoided in academic writing. A text which made no use of any sources would be free of plagiarism but would be fundamentally unacademic.

Publication Date: 2013

Publication Name: Journal of English for Academic Purposes

Research Interests:
English for Academic Purposes, Intertextuality And Plagiarism, Intertextuality, Citations, and Plagiarism

The connection between TESOL and English-medium instruction
(EMI) may appear at first to be somewhat tenuous. After all, teaching
English to speakers of other languages is typically accomplished
through deliberate, form-focused instruction. On the other hand, EMI
presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Coleman asserts that “foreign language learning in itself is NOT the reason why institutions adopt English medium teaching” (2006, p. 4; emphasis in the original), and while this assertion may perhaps be overly categorical (as discussed below), to the extent that language learning is an objective of EMI it is very much a second-order one, and language
development is frequently ignored or deprioritized in EMI contexts.

Publication Date: 2018

Publication Name: TESOL Quarterly

Research Interests:
English for Academic Purposes, TESOL, English as a Foreign Language (EFL), English as a medium of instruction, and English As a Second Language (ESL)

Publication Date: 2021

Publication Name: Journal of Academic Ethics

Research Interests:
Cheating and Plagiarism, Natural Language Processing, Plagiarism Detection, Intertextuality And Plagiarism, Academic Integrity, and 7 morePlagiarism studies, Solidarity, Academic Ethics, Plagiarism, Predatory Publishers, Predatory journals, and Predatory Conferences

Interviews

Interview with Seán Delaney on the Inside Education podcast.

Publication Date: 2021

Publication Name: Inside Education

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Academic Integrity, and 3 morePlagiarism, Predatory Publishers, and Plagiarism Management In Universities

Plagiarism has become a concern for both students and university teachers in higher education today. Students taking short cuts to pass examinations on purpose is of course something we want to prevent, but often plagiarism is a matter of students not being familiar with academic and/or disciplinary discourse. In this programme, Klara Bolander Laksov, senior lecturer in Higher Education and Diane Pecorari, professor of English and researcher in the field of plagiarism in higher education, discuss plagiarism and possible strategies to prevent students from plagiarizing. Article: Pecorari, D., & Shaw, P. (2012). Types of student intertextuality and faculty attitudes. Journal of Second Language Writing, 21(2), 149-164. Filmed at Stockholm University on November 24th, 2017.

Research Interests:
Intertextuality And Plagiarism, Academic Writing, Second Language Writing, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities

Research Interests:
English as a medium of instruction and Content and Language Integrated Learning (CLIL)

Conference Presentations

While development of English language proficiency is rarely an articulated learning objective in
English Medium Instruction (EMI) it is nevertheless an often-hoped-for outcome (Pecorari &
Malmström, 2018). Macaro et al. (2018) lamented the dearth of research investigating the impact
from EMI on English language learning by means of non-subjective measures; their review identified
only a small number of studies which had used objective testing. The findings from this research are
largely inconclusive, with several studies reporting gains in some areas of general or academic
English but not others. For example, research by Yuksel et al. (2021) reported significant gains in
general English language proficiency as a result of four years of EMI study. By contrast, a study by Hu
et al. (2014) generated results which contradict claims of a positive development of English
proficiency. Clearly, in view of the underlying premise of much EMI—that EMI should enhance
students’ English proficiency—more objectively based research is needed which explores the effect
EMI has on various dimensions of students’ English proficiency. The present study addressed this
need by investigating students’ development of receptive academic vocabulary knowledge. A cross-
sectional sample of first-and second-year students enrolled at MSc programs in Sweden were tested
using the Academic Vocabulary Test (Pecorari et al., 2019). The results are discussed in terms of
implications for the development of basic academic literacy, and for incidental language learning in
EMI.
References
Hu, G., L. Li & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality.
Language Policy 13(1), 21–40.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium
instruction in higher education. Language Teaching, 51(1), 36-76.
Pecorari, D., & Malmströ m, H. (2018). At the Crossroads of TESOL and English Medium Instruction.
TESOL Quarterly 52(3): 497–515.
Yuksel, D., Soruç, A., Altay, M. & Curle, S. (2021). A longitudinal study at an English medium
instruction university in Turkey: The interplay between English language improvement and
academic success. Applied Linguistics Review, 000010151520200097.
Keywords: EMI; English proficiency; test; vocabulary; reading

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Vocabulary, Second language vocabulary acquisition, and 2 moreEnglish medium instruction and English as a medium of instruction

Search: onr:"swepub:oai:DiVA.org:mdh-7938" > Incidental Learnin... ... Pecorari, Diane, 1964-(author) Mälardalens högskola, Akademin för utbildning, kultur och kommunikation Shaw, Philip (author) Malmström, Hans (author) show... more

Publisher: swepub.kb.se

Publication Date: 2009

mdh.se. Publications. ...

Publication Date: 2011

mdh.se. Publications. ...

Publication Date: 2011

[Panel at CALPIU ´12, Roskilde University, 3-5 April, 2012]

Publication Date: 2012

In all English-medium contexts, students’ proficiency in English is a critical factor for academic success. Underpinning the ability to listen to lectures, take part in seminar discussions, read textbooks, write assessment texts etc. is vocabulary knowledge. A considerable body of research has investigated the development of vocabulary knowledge in L2 users of English. However, this research has tended to focus more on receptive than productive knowledge, and few studies have explored the relationship between the two, especially in academic contexts. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in English taught master's programs. Three measures of vocabulary knowledge were used: (i) a test of receptive academic vocabulary knowledge using the format of the Vocabulary Levels Test; (ii) a test of academic words using the format of the Productive Vocabulary Levels Test; and (iii) a profile of students’ use of academic vocabulary in a corpus of assessment writing tasks. The results from these three approaches permitted triangulation, thus informing the relationship between receptive and productive knowledge. The results reveal distinct patterns of receptive and productive vocabulary knowledge. Implications for learning, and teaching, in contexts of EMI will be discussed.

Research Interests:
Vocabulary, Vocabulary Acquisition, and English as a medium of instruction

Location: Cambridge

Event Date: Jul 18, 2018

Organization: TALC

Conference End Date: Jul 21, 2018

Conference Start Date: Jul 18, 2018

Research Interests:
English for Academic Purposes, Second Language Acquisition, Applied Linguistics, Corpus Linguistics, Second language vocabulary acquisition, and 3 moreVocabulary Learning in ESL, English for Specific Purposes or Academic English, and English as a medium of instruction

Recent years have seen a rapid growth in English-medium instruction (EMI), the popularity of which is due in part to the belief that it will produce incidental language learning outcomes; that is, by being exposed to English, students will become more proficient users of English. At the same time, success in the EMI environment requires adequate proficiency for reading a textbook, listening to lectures, writing exams, etc. Good skills in English are therefore an enabler of EMI, while improved skills are an expected outcome.

One important area of academic literacy is vocabulary, as it underpins the ability to read, write, speak and listen at university; in other words, both receptive and productive tasks. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in the EMI environment. Tests of receptive academic vocabulary were administered to university students. Productive academic vocabulary knowledge was measured through a corpus of academic writing produced by similar students at the same university. The corpus was profiled for academic vocabulary. The findings were then compared with the results on the test of receptive vocabulary, to establish the extent to which the students' receptive and productive vocabularies differed.

Research Interests:
English for Academic Purposes, Vocabulary Acquisition, Second language vocabulary acquisition, Vocabulary Learning in ESL, English for Specific/academic purposes, and English as a medium of instruction

Vocabulary knowledge in receptive and productive genres in the English-medium environment

Recent years have seen a rapid growth in English-medium instruction (EMI), the popularity of which is due in part to the belief that it will produce incidental language learning outcomes; that is, by being exposed to English, students will become more proficient users of English. At the same time, success in the EMI environment requires students to be able both to produce academic genres such as essays and other writing assignments, and to consume 'receptive' genres such as textbooks. Good skills in English are therefore an enabler of EMI, while improved skills are an expected outcome.

One important area of academic literacy is vocabulary, as it underpins the ability to read, write, speak and listen at university; in other words, tasks involving both receptive and productive genres. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in the EMI environment. Tests of receptive academic vocabulary were administered to university students. Productive academic vocabulary knowledge was measured through a corpus of academic writing produced by similar students at the same university. The corpus was profiled for academic vocabulary. The findings were then compared with the results on the test of receptive vocabulary, to establish the extent to which the students' receptive and productive vocabularies differed.

Location: Oslo, Norway

Event Date: Jun 8, 2018

Organization: Norwegian Forum for English for Academic Purposes

Conference End Date: Jun 8, 2018

Conference Start Date: Jun 6, 2018

Research Interests:
English for Academic Purposes, Vocabulary Acquisition, Vocabulary Learning in ESL, English for Specific/academic purposes, and English as a medium of instruction

Location: Växjö, Sweden

Event Date: Oct 5, 2016

Organization: Linnaeus University

Research Interests:
English as a medium of instruction

Because vocabulary is key in comprehending and learning a second language, an important focus of research and teaching practice in English for Academic Purposes has been the development of lists of academic vocabulary. Such lists are based on corpus investigations of published academic writing, i.e., the sorts of texts which students need to be able to read and understand. However, given the well established differences among the various academic disciplines, it seems likely that existing academic vocabulary lists may give a better representation of the receptive vocabulary students need, but that they may provide poorer coverage of the productive academic vocabulary needed for assessment purposes.

This paper presents the results of a corpus investigation into university students' productive vocabulary. Using the method developed by Gardner and Davies (2014) and two corpora of student writing, the investigation aimed to establish whether and to what extent receptive and productive academic vocabulary differ. Pedagogical implications of the results will be presented.

A significant direction of work in English for Academic Purposes (EAP) has been to identify a core academic vocabulary. Such lists have both research and pedagogical utility. The most recent generation of academic word lists are the product of corpus investigations. The corpora used are generally composed of published academic writing, such as research articles. In other words, the texts on which most academic word lists are based are the sorts of texts which EAP learners must be able to read, rather than the ones which they (usually) are required to write. It is however well established that meaningful differences exist among the various academic genres and that there are distinct genres of student assessment writing. It is therefore possible that existing academic vocabulary lists are primarily relevant for the development of students' receptive vocabulary, and less so in terms of productive skills.

This paper presents the results of a corpus investigation which aimed at understanding whether and to what extent students' productive academic vocabulary overlaps with existing lists with a receptive focus. The study adapted the approach used by Gardner and Davies (2014) For the present investigation two corpora were used: the British Academic Writing (BAWE) corpus, consisting of student assessment writing, and a corpus of writing produced by university students in the UK not related to assessment or other formal academic purposes.

An analysis of the relative frequencies of vocabulary in the two corpora resulted in what can be considered a students' productive academic vocabulary list. This paper will describe the characteristics of this list, how it compares to the Academic Word List (Gardner & Davies, 2014), and present pedagogical implications of the results.

Gardner, D., & Davies, M. (2014). A new Academic Vocabulary List. Applied Linguistics, 35, 305–327.

Location: Anglia Ruskin University

Event Date: Sep 3, 2016

Organization: BAAL

Conference End Date: Sep 3, 2016

Conference Start Date: Sep 1, 2016

Research Interests:
Second Language Acquisition, Applied Linguistics, Vocational Education, Vocabulary Acquisition, and Vocabulary Learning

It is increasingly common for language- and content-learning objectives to exist within the same classroom. This happens in the form of content- and language-integrated learning (CLIL) settings (Coyle 2007), in which the language-learning outcomes are explicit and planned for; while in other settings, language learning is a desired outcome, but expected to happen implicitly. Terminology is an important part of disciplinary knowledge, and a common expectation in settings where an L1 and an L2 are used in parallel is that students will acquire subject terminology incidentally in the L1 as well as in English as a result of listening and reading. For this to happen, it is a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages (Chaudron, 1982; Lessard-Clouston, 2010).

This paper reports the findings of an investigation into the practices of two teachers in a ‘partial’ EMI setting. The lectures, which were part of courses in biology and social psychology, were given in Swedish but the assigned textbooks were in English. The lectures were observed and video recordings were made and transcribed. Episodes in which teachers introduced or mentioned subject-specific terminology were identified. A recursive process of analysis resulted in a number of categories of teacher practices.

The findings show that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments. Implications for teaching in this increasingly common environment will be addressed.

References
Chaudron, C. 1982. Vocabulary elaboration in teachers' speech to L2 learners. Studies in Second Language Acquisition 4, 170-180.
Lessard-Clouston, M. 2010. Theology lectures as lexical environments: A case study of technical vocabulary use. Journal of English for Academic Purposes 9, 308-321.

Location: LUNAS, Copenhagen University

Event Date: May 11, 2016

Research Interests:
English for Specific Purposes, English for Academic Purposes, Terminology, English for Specific Purposes or Academic English, and English as a medium of instruction

The Nordic countries have been very much in the vanguard of the recent, worldwide growth in the number of tertiary-level courses taught partly or entirely through the medium of English outside of the traditionally English speaking world (Wächter & Maiworm, 2014), on the national or international scale. The presence of English in the Swedish university context ranges from use of assigned reading in English on courses which formally have Swedish as the language of instruction to courses and indeed entire degree programmes taught exclusively in English. The latter case typically involves the presence of international students, and so the setting is multilingual with English the only available common language. The former, on the other hand, involves a more homogeneous set of linguistic proficiencies and experiences. While some students (or teachers) may be of non-Swedish origins, as a condition of admission, all are expected to be proficient in Swedish and English both.

In many educational settings like these, an ethos of restricting communication to the shared language frequently prevails. However, a relatively recent trend in research on multilingual settings has been to challenge the one-code ethos and to examine the phenomenon of translanguaging, by which participants in an interaction draw on the full range of linguistic resources available to them (e.g., Creese & Blackledge, 2010; Garcia & Li, 2014)

This paper reports on the findings of two parallel studies in two different educational settings. In the first study, Swedish-language lectures in three disciplines were observed and recorded. Sixteen hours of transcribed speech were analysed to identify the use of English in the lectures. The relatively infrequent, but highly institutionalized, references to English in the Swedish-language lectures serve to tie reading and teaching together, and construct Swedish education as a branch of international learning. In the second study we report on findings from observations carried out in an entirely English-based environment, where the course is taught by a non-native speaker of English to a multilingual student group. These observations concern instances where the teacher’s translanguaging skills are put to the test in order to create an inclusive classroom. The observed instances involve the use of metaphors and cultural references intended to explain the lecture content, humour intended to affect the classroom atmosphere and meta-comments on the students’ assumed learning process within the frames of the lecture. The findings indicate that the multilingual classroom in Swedish higher education makes, or should make high demands on the university teacher’s awareness of and capacity to use translanguaging strategies.

References
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94, 103–115.
García, O., & Li, W. (2014). Translanguaging: language, bilingualism and education. Basingstoke: Palgrave MacMillan.
Wächter, B., Maiworm, F., & Academic Cooperation Association. ACA. (2014). English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens.

Location: LUNAS, Copenhagen University

Event Date: May 10, 2016

Research Interests:
Learning And Teaching In Higher Education, Multilingual Education, English as a medium of instruction, and Translanguaging

Vocabulary plays a key role in language proficiency, and as a result, academic vocabulary has long been a focus of attention by both researchers and teachers concerned with the development of students' academic literacy skills. Within English for Academic Purposes, this has in part involved the compilation of academic vocabulary lists, such as Coxhead's (2000) Academic Word List (AWL) or Gardner and Davies' (2014) Academic Vocabulary List (AVL). These lists represent a class of words which are important in academic discourse, but which students may encounter relatively infrequently in other contexts, and have proven to be valuable in a number of ways for both pedagogical and research purposes.

Part of the value of the most recent academic lists stems from the fact that they are the product of corpus investigations, and that they encompass words which are attested in corpora of academic discourse. However, the corpora on which they are based are composed of published academic writing, such as research articles and textbooks. It is however well established that meaningful differences exist among the various academic genres (Biber, 2006) and while students read textbooks, research articles and other published academic texts, the assessment genres they produce have very different characteristics (Nesi & Gardner, 2012). It is therefore possible that existing academic vocabulary lists are more relevant for the development of students' receptive skills, and less so with respect to productive skills.

This paper presents the results of a corpus investigation into university students' productive vocabulary and adopted the method developed by Gardner and Davies (2014) in the production of the AVL. This method involves a comparison of an academic corpus, divided into discipline areas, and a non-academic corpus, to extract vocabulary which can be considered to be an academic core (as opposed to general vocabulary or subject-specific terminology). For the present investigation two corpora were used: the British Academic Writing (BAWE) corpus, consisting of student assessment writing, and a corpus of writing produced by university students in the UK not related to assessment or other formal academic purposes.

An analysis of the relative frequencies of vocabulary in the two corpora resulted in a what can be considered a list of students' productive academic vocabulary. This paper will describe the characteristics of this list, compare it with existing lists, and present pedagogical implications of the results.

References
Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34, 213–238.

Gardner, D., & Davies, M. (2014). A new Academic Vocabulary List. Applied Linguistics, 35, 305–327.
Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.

Location: LUNAS, Copenhagen University

Event Date: May 9, 2016

Research Interests:
English for Academic Purposes, Academic Writing, Second Language Writing, and Academic vocabulary

The number of university programmes taught exclusively through the medium of English around the world is rising, and when the partial use of English is taken into account (for example, when the language of instruction is the local language but the textbook is in English), then the role of English in higher education is seen to be pervasive indeed. The increasing use of English has, however, been driven to a great extent by policy, rather than by bottom-up preferences on the part of participants in English-medium settings, making it relevant to ask what their perceptions and understandings of the phenomenon are.

This paper will present the results of a large-scale survey of university teachers and their views on and experiences of the use of English in higher education. The findings show that teachers identify both positives and negatives, but also describe a situation in which there are only limited attempts to accentuate the former and mitigate the latter.

Research Interests:
English for Academic Purposes and English as a medium of instruction

In settings in which English is used as a medium of instruction (EMI) in parallel with another language, a common expectation is that students will acquire subject terminology incidentally in the L1 as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of a sample of lectures from two courses in a partial EMI setting, in which the lectures were in Swedish and the textbooks were in English, this paper will present a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments.

Research Interests:
English for Academic Purposes, Terminology, Vocabulary Learning, English as a medium of instruction, and Translanguaging

Because vocabulary is key in comprehending and learning a second language, an important focus of research and teaching practice in English for Academic Purposes has been cataloguing the vocabulary needed by second-language users of English in academic settings. These efforts have been based on corpus investigations of published academic writing, i.e., the sorts of texts which students need to be able to read and understand. However, it is well established that published academic genres are quite different in many respects from those of assessment genres (Biber, 2006). It is therefore possible that existing academic vocabulary lists may be useful for the development of students' receptive skills, but less so with respect to productive skills.

This paper presents the results of a corpus investigation into university students' productive vocabulary. Adapting the method developed by Gardner and Davies (2014) and two corpora of student writing, the investigation aimed to establish whether and to what extent receptive and productive academic vocabulary differ. Pedagogical implications of the results will be presented.

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.

Gardner, D., & Davies, M. (2014). A new Academic Vocabulary List. Applied Linguistics, 35, 305–327.

Location: Uppsala, Sweden

Event Date: Apr 22, 2016

Organization: ASLA

Conference End Date: Apr 22, 2016

Conference Start Date: Apr 21, 2016

Research Interests:
English for Academic Purposes, Academic Writing, Vocabulary Learning, and Academic vocabulary

Location: ASLA Symposium, Linköping University, Linköping, Sweden

More Info: Mezek, S., Irvine, A., Malmström, H., Pecorari, D., and Shaw, P.

Event Date: May 12, 2012

Conference End Date: May 12, 2012

Conference Start Date: May 11, 2012

This paper reports a study of attitudes and practices toward English Medium Instruction (EMI). A large-scale survey of university teachers outside the traditionally English-speaking was followed by interviews with a subsample. Findings indicate strongly divided views on EMI; little adaptation of pedagogical practices to promote language learning; and perceived need for EAP support combined with reluctance to acknowledge that need.

Location: Leicester

Event Date: Apr 2015

Organization: BALEAP

Research Interests:
English for Specific Purposes, English for Academic Purposes, Educational Linguistics, English for Specific Purposes or Academic English, English for Specific/academic purposes, and English as a medium of instruction

A rapidly changing feature of EAP is the nature of the environments in which it is use. As a growing number of institutions with environment isScores on tests such as IELTS and TOEFL are well established as a basis for admissions to university, but where English not the dominant local language, international students are often admitted to English-language degree programmes without such a score. Under such circumstances it can be useful to estimate the adequacy of students' knowledge of English for studying through the medium of (lingua-franca) English. A cheap and rapid test for this purpose would be a benefit.

The size of the applicants' acadmic vocaublary in English may be hypotehsized to represent an appropriate proxy for their academic proficiency (Milton 2009). Up until now the only available test of this construct has been the 30-item 'academic' section of Nation's Levels test, based on the Coxhead Academic Word List.

This paper reports on a new test of academic vocabulary based on the Gardner and Davies (2013) academic vocabulary list, which makes it possible to test the hypothesis above. The test was administered to undergraduate and postgraduate students with English as a foreign language, from a range of academic disciplines and in a variety of non-English-dominant contexts. For a subsample of students, scores on teh test were correlated with final grades for the academic term in which they were tested. Results include the finding that while size of academic vocabulary, as measured by this test, can serve as a predictor of academic success, its predictive value is greater for some linguistic/cultural groups and for som disciplines than for others.

References
Gardner, D. & Davies, M: (2013). A new academic vocabulary list. Applied Linguistics 35, 1-24.

Milton J 2009 Measuring second language vocabulary acquisition. Bristol. Multilingual Matters.

Location: Leicester

Event Date: Apr 2015

Organization: BALEAP

Research Interests:
English for Academic Purposes, Second language vocabulary acquisition, and English as a medium of instruction

International students may be used to textbooks in English with other activities in another language. Lecturers
may accommodate to potential reading difficulties, not necessarily replicated in UK HE. A corpus of 15 Swedish-language lectures shows that awareness-raising is a persistent feature, but the main adaptation is a fairly univocal
approach. This might produce expectations at odds with those of British universities.

Location: Leicester

Event Date: Apr 19, 2015

Organization: BALEAP

Research Interests:
English for Specific Purposes, English for Academic Purposes, Educational Linguistics, English for Specific Purposes or Academic English, and English as a medium of instruction

Location: Falun

Event Date: Apr 21, 2015

Organization: Translanguaging: Practices, skills and pedagogy

Research Interests:
English as a Lingua Franca, Educational Linguistics, English as a medium of instruction, and Translanguaging

Event Date: Apr 2015

Organization: BALEAP Pre-conference event

Research Interests:
English for Academic Purposes, Intertextuality And Plagiarism, Academic Writing, Second Language Writing, Plagiarism studies, and 2 morePlagiarism and Source Use

In the context of a pronounced internationalization trend in Swedish higher education, this paper investigates university teachers’ attitudes towards and practices of using English as medium of instruction. Findings from questionnaire and interview data indicate diverse attitudes and a widespread lack in specific pedagogical practices that promote language learning.

Location: Toronto

Event Date: Mar 23, 2015

Organization: AAAL

Research Interests:
Educational Linguistics and English as a medium of instruction

Location: Universite Paris Ouest

More Info: With Sandra Jamieson, Tricia Serviss & Rebecca Moore Howard

Event Date: Feb 20, 2014

Organization: Writing Research across Borders

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Writing, Plagiarism studies, Plagiarism, and 5 moreCitation Analysis, Plagiarism and Patchwriting, Plagiarism Management In Universities, Source Use, and Plagiarism System

Across the UK hundreds of thousands of international students pursue a higher degree through the medium of L2 English, attending the same lectures and reading the same texts as their L1 counterparts. Although most of these international students will have initially passed through some form of English language proficiency gate-keeping exercise (such as minimum required IELTS scores), little allowance may be made thereafter for possible gaps in necessary vocabulary knowledge. Thus, L2 students may be implicitly assumed either to have sufficient working knowledge of the required vocabulary, or to be able to “pick up” this vocabulary knowledge incidentally during the course of their studies.
This paper explores whether the Academic Word List (AWL) and subject-specific vocabulary knowledge of L2 undergraduates taking a degree in Biology at a UK university is, in fact, comparable to that of their L1 counterparts. Results from a vocabulary test administered in the third week of Semester 1 of the first year of studies indicated a relatively substantial gap between the levels of vocabulary knowledge of L1 and L2 students. This gap was particularly apparent in knowledge of lower-frequency AWL vocabulary. A post-test was administered 28 weeks later, towards the end of the students’ first year at university. This paper will report on the results of the post-test and discuss to what extent this previously perceived linguistic “gap” between L1 and L2 students may have increased or decreased. The paper will also outline a follow-up investigation into the ways in which L2 students deal with unknown vocabulary encountered during the course of their undergraduate degree studies.

Location: Nottingham

More Info: Aileen Irvine: University of Edinburgh Hans Malmstrom: Chalmers University of Technology Spela Mezek: Stockholm AAileen Irvine, Edinburgh University; Diane Pecorari: Linnaeus University Philip Shaw: Stockholm University

Event Date: Apr 21, 2013

Organization: BALEAP

Research Interests:
Semiotics, English for Specific Purposes, English for Academic Purposes, Second Language Acquisition, E-learning, and 16 moreSociolinguistics, Learner Autonomy, Applied Linguistics, Corpus Linguistics, Teaching English As A Foreign Language, Language Assessment, English/Language for Academic Purposes, Vocabulary Acquisition, Phrasal Verbs, Syllabus Design, Second Language Pedagogy, Second language vocabulary acquisition, Second Language Reading, English for Specific/academic purposes, Migrant Education, and Rubriks

The conference abstract or proposal is a promotional genre, intended to secure the acceptance of a paper at a conference and often (especially in the 'hard' disciplines) in subsequent proceedings. It is therefore, as Hyland and Tse (2005) note, a high-stakes genre, and therefore one which early-career researchers need to master.

One promotional resource is to show the research to be novel and original; to demonstrate (in Swales' 1990 terms) that a gap exists in the research literature. Given that a significant proportion of space in abstracts is given over to material which corresponds to the introduction in the paper itself (Cutting, 2012), opportunities for highlighting the gap exist. However, not all authors take advantage of this opportunity. reported that Just over 40% of the TESOL abstracts were found not to contain a 'gap statement' (Halleck and Connor, 2006) .

One factor driving the propensity to include a gap statement (or not) appears to be first language (Yakhontova, 2006). In addition, novice researchers may be less likely to deploy this feature which can help them promote their work.

This paper will report the results of an investigation into conference asbstracts in the sciences and engineering. Two corpora, one consisting of abstracts written by postgraduates during an academic writing course, and one consisting of accepted and published abstracts were analysed for two features: the presence or absence of a 'gap' statement, and the lexical and structural routines used for describing the gap. Comparisons between the corpora will be presented, and implications for the academic writing classroom will be addressed.

References

Cutting, D. J. (2012). Vague language in conference abstracts. Journal of English for Academic Purposes, 11, 283–293.
Halleck, G. B., & Connor, U. M. (2006). Rhetorical moves in TESOL conference proposals. Journal of English for Academic Purposes, 5, 70–86.
Hyland, K., & Tse, P. (2005). Hooking the reader: a corpus study of evaluative that in abstracts. English for Specific Purposes, 24, 123–139.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Yakhontova, T. (2006). Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes, 5, 153–167.

Location: Nottingham

More Info: Ibolya Maricic & Diane Pecorari

Event Date: Apr 19, 2013

Organization: BALEAP

Research Interests:
English for Specific Purposes, English for Academic Purposes, and Academic Writing

Intertextuality in its broadest sense—the relationship between two texts—is a pervasive feature of academic writing, as manifested by features such as citations to earlier texts and the sets of features such as structure and organisation which are shared by texts in a given genre and/or academic discipline.

Many of the intertextual features of academic writing, such as the choice of reporting verb and verb form, have been thoroughly researched and described (e.g., Charles, 2006; Shaw, 1992). Much is also know about a specific, highly problematic form of intertextuality: plagiarism (e.g., Pecorari & Shaw, 2012). However, less attention has been given to the ways in which novice academic writers become aware of conventional intertextual practices, and less still to the transferability of this feature to writing in the workplace.

This paper will present the results of a corpus-based investigation of intertextuality in two domains: the leisure-time reading which lower-division undergraduates do, and a common workplace genre. By triangulating the results from these two corpora with existing findings about the intertextual features of academic texts it will be possible to describe the extent to which these features overlap with, or diverge from, each other. This will thus provide an indication of the features which can reasonably be expected to transfer from one domain to another, and which cannot, and should therefore be the subject of explicit instruction in the English for Specific Academic Purposes classroom.

References
Charles, M. (2006). The Construction of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses. Applied Linguistics, 27, 492–518.
Pecorari, D. & Shaw, P. (2012). Types of student intertextuality and faculty attitudes. Journal of Second Language Writing, 21, 149–164.
Shaw, P. (1992). Reasons for the correlation of voice, tense and sentence function in reporting verbs. Applied Linguistics, 13, 302–319.

Location: Nottingham

More Info: with Philip Shaw

Event Date: Apr 20, 2013

Organization: BALEAP

Research Interests:
Business English, Education, English for Academic Purposes, Stylistics, TESOL, and 29 moreLearner Autonomy, Applied Linguistics, Metacognition, Reading, Intertextuality, Cognitive Linguistics, Linguistics, ESP, TEFL, Translation, CALL, English for Academic/Professional Purposes with a focus on English for International Business and Management., Sla, ELT, Cpd, English as a Foreign Language (EFL), EAP, EAP pedagogy, Attitudes, Task-based language teaching, ESL-EFL- EAP-Teachers' education, ESOL, Focus on Form, Linguistic Competence, EAP/ESP, Academic Writings, Materials Evaluation & Design, Managing Innovations In ELT, and Transaltion Studies

The conference abstract or proposal is a promotional genre, intended to secure the acceptance of a paper at a conference and often (especially in the 'hard' disciplines) in subsequent proceedings. It is therefore, as Hyland and Tse (2005) note, a high-stakes genre, and therefore one which early-career researchers need to master.

One promotional resource is to show the research to be novel and original; to demonstrate (in Swales' 1990 terms) that a gap exists in the research literature. Given that a significant proportion of space in abstracts is given over to material which corresponds to the introduction in the paper itself (Cutting, 2012), opportunities for highlighting the gap exist. However, not all authors take advantage of this opportunity. Just over 40% of the TESOL abstracts were found not to contain a 'gap statement' (Halleck and Connor, 2006).

This paper will report the results of an investigation into conference abstracts in a range of academic disciplines. Two corpora, one consisting of abstracts written by postgraduates during an academic writing course, and one consisting of accepted and published abstracts were analysed for two features: the presence or absence of a 'gap' statement, and the lexical and structural routines used for describing the gap. Comparisons between the corpora will be presented, and implications for the academic writing classroom will be addressed.

References

Cutting, D. J. (2012). Vague language in conference abstracts. Journal of English for Academic Purposes, 11, 283–293.
Halleck, G. B., & Connor, U. M. (2006). Rhetorical moves in TESOL conference proposals. Journal of English for Academic Purposes, 5, 70–86.
Hyland, K., & Tse, P. (2005). Hooking the reader: a corpus study of evaluative that in abstracts. English for Specific Purposes, 24, 123–139.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

Location: Chalmers, Gothenburg

More Info: with Ibolya Maricic

Event Date: Jan 18, 2013

Organization: Swedish Symposium on Language for Specific Purposes

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Learner Autonomy, Applied Linguistics, and 15 moreCorpus Linguistics, Teaching English As A Foreign Language, Language Assessment, English/Language for Academic Purposes, Syllabus Design, Second Language Pedagogy, European Language Portfolio, English language teaching, English for Specific Purposes or Academic English, English for Specific Purposes or Academic English, English for Specific/academic purposes, Common European Framework of Reference for Languages, Migrant Education, English As An Additional Language, and Theories of Language Teaching/learning

Location: Stockholm

More Info: with Philip Shaw, Aileen Irvine, Hans Malmström & Špela Mežek

Event Date: Oct 10, 2012

Organization: Vetenskapsrådets Resultatdialogen

Research Interests:
English for Academic Purposes, Teaching English as a Second Language, Second Language Acquisition, Higher Education, Learning And Teaching In Higher Education, and 2 moreForeign language teaching and learning and Parallel-language Environment

More Info: Spela Mezek, Diane Pecorari, Philip Shaw, Aileen Irvine, Hans Malmström

Event Date: May 12, 2012

Organization: Association Suedoise de Lingistique Applique (ASLA)

Location: Shaw, P., Irvine, A., Malmström, H., Mežek, Š. & Pecorari, D. Paper presented at the 2st Conference of the European Second Language Association (EUROSLA), Stockholm, Sweden, 9 September, 2011.

Event Date: Sep 9, 2011

Location: The IV Symposium on Language for Specific Purposes, Mälardalen University, Västerås, Sweden

More Info: Diane Pecorari, Hans Malmström, Špela Mežek & Philip Shaw

Event Date: Jan 10, 2011

Conference End Date: Jan 11, 2011

Conference Start Date: Jan 10, 2011

Location: 4th Plagiarism Conference, Northumbria University

More Info: Pecorari, Diane & Shaw, Philip

Event Date: Jun 22, 2010

Conference End Date: Jun 23, 2010

Conference Start Date: Jun 21, 2010

Location: 4th Plagiarism Conference, Northumbria University

More Info: Sutherland-Smith, Wendy & Pecorari, Diane

Event Date: Jun 22, 2010

Conference End Date: Jun 23, 2010

Conference Start Date: Jun 21, 2010

Location: Symposium on Second Language Writing

More Info: Klitgård, I., Pecorari, D., McMillion, A. & Shaw, P.

Event Date: May 21, 2010

Conference End Date: May 22, 2010

Conference Start Date: May 20, 2010

Location: Symposium on Second Language Writing

More Info: Pecorari, D. & Shaw, P.

Event Date: May 20, 2010

Conference End Date: May 22, 2010

Conference Start Date: May 20, 2010

Location: Undervisning på engelska i svensk högre utbildning: Hur undviker vi negativa effekter? Stockholm, Sweden

More Info: Shaw, P., Irvine, A., Malmström, H., Mežek, Š., Pecorari, D.

Event Date: Nov 24, 2009

Organization: Swedish National Agency for Higher Education

European higher education increasingly features a parallel language environment, with instruction in the local language, but textbooks written in English. Although rarely explicitly stated as a learning objective, this situation is widely believed to promote the learning of academic vocabulary both in the L1 and in English.

There is, however, reason to question whether parallel learning environments produce the language-learning benefits that are often assumed for them. Investigating such outcomes is the overarching goal of the three-year English Vocabulary Acquisition (EVA) project, an international four-university collaboration.

Within that broad objective, one portion of the project is an investigation of the extent to which exposure to English terminology and academic language results from English-language textbooks. The connection between reading and vocabulary learning has been extensively explored. However, much less is known about how students interact with their textbooks. The few existing studies (Taillefer, 2005a, 2005b; Ward, 2001) suggest that student reading practices vary greatly, and that one factor is L1/country of origin. In order, therefore, to understand whether parallel languages promote vocabulary learning, a clearer understanding of what student behavior is needed.

This paper will present the results of an investigation into the reading practices of students at three Swedish and one British university. Consideration is given to the students' first language, the language in which reading is assigned, and the effects of reading in a first versus a second language.

References
Tailleferre, G. (2005). Reading for academic purposes: The literacy practices of british, french and spanish law and economics students as background for study abroad. Journal of Research in Reading, 28(4), 435-451.
Tailleferre, G. (205). Foreign-language reading and study abroad: Cross-cultural and cross-linguistic questions. Modern Language Journal, 89(4), 503-528.
Ward, J. (2001). EST: Evading scientific text. English for Specific Purposes, 20, 141-152.

Location: Newcastle-upon-Tyne

More Info: Diane Pecorari, Philip Shaw, Aileen Irvine & Hans Malmström

Event Date: Sep 3, 2009

Organization: British Association of Applied Linguistics

Conference End Date: Sep 5, 2009

Conference Start Date: Sep 3, 2009

Location: Aarhus, Denmark

More Info: Philip Shaw, Aileen Irvine, Hans Malmström, Spela Mezek and Diane Pecorari,

Event Date: Aug 20, 2009

Organization: XVII European Symposium on Language for Specific Purposes

Conference End Date: Aug 21, 2001

Conference Start Date: Aug 17, 2009

European higher education is increasingly characterized by a parallel language environment, with instruction in the local language, but textbooks written in English. In both situations new specialist terminology and general academic vocabulary are encountered in two languages via distinct modalities.
We have started a three-year investigation, funded by the Swedish Research Council, of the conditions under which exposure to English terminology and academic language from textbooks alongside lectures in Swedish can result in acquisition of terms in both languages for the concepts
acquired. The literature on language and vocabulary acquisition suggests that the degree of attention to the item to be learned is crucial for the success of learning. This in turn suggests that intertextual ties created between the language of the lecture and that of the textbook can have a
beneficial effect on language learning.
We report on interviews with lecturers who express concern about the linkage between Swedish-language lectures and English-language textbooks. As part of our investigation we
have also video-recorded Swedish-language undergraduate lectures in computing and biology.

This paper will give an account of the intertextual references to textbooks which occur in the lecture. Examples are lecturers giving English terms or referring to pages or diagrams in the textbook, and more interestingly debating appropriate Swedish terms for items cited in English,
and recreating diagrams with equivalents in the textbook, but giving them Swedish labels. The results may have implications for practices that might improve bilingual scientific literacy (Airey) in the area of terminology.

Location: FoT4

More Info: Shaw, P., Irvine, A., Malmström, H. & Pecorari, D.

Event Date: Jun 9, 2009

Conference End Date: Jun 9, 2009

Conference Start Date: Jun 8, 2009

Location: Norwegian EAP forum, Högskolan i Oslo

More Info: Hans Malmström, Diane Pecorari, Philip Shaw & Aileen Irvine

Event Date: Jun 8, 2009

Conference End Date: Jun 9, 2009

Conference Start Date: Jun 8, 2009

Location: Symposium on English for Academic Purposes, Chalmers University, Gothenburg

Event Date: Jan 12, 2009

Conference End Date: Jan 13, 2009

Conference Start Date: Jan 12, 2009

One objective of post-Bologna university education is to equip students with transferable skills, competences which can be applicable in a number of realms and for a number of purposes as they make their way from university to the workplace (e.g., European Ministers, 2009). Textual and rhetorical skills are just such a competence. It is important then to understand the extent to which these skills as they are taught at university are indeed transferable to other domains.This paper presents the findings of two studies aimed at investigating the relationship between the writing skills taught at university and those required in the workplace. The first study presents a corpus investigation of the rhetorical and lexical features of conference abstracts, and sets the findings against the advice given postgraduate students who are learning to write such abstracts, in order to gain acceptance for their work in their disciplinary community. The second study looks at a specific rhetorical feature, intertextuality, as it is manifested in writing from three domains: journalistic texts, academic writing, and workplace writing of two sorts. The intertextual practices to which students are exposed, in which they are instructed, and which they are called upon to produce in the workplace are thus contrasted.

Location: Linnaeus University, Växjö, Sweden

More Info: Diane Pecorari, Ibolya Maričić & Philip Shaw

Event Date: Jun 12, 2013

Organization: Forum för Textforskning

Research Interests:
Academic Writing, Intertextuality, and Business Studies; Report Writing; Workplace Documents

Talks

Stakeholders and researchers in higher education have long debated the consequences--positive as well as negative--of English-medium instruction (EMI). A key assumption of EMI is that students' academic learning through English should be at least as good as learning through their first language (usually the national language) and that there is (at least some) acquisition of English. In our two talks, we will address various dimensions of this (dual) assumption.

In the first talk, Hans Malmström will present a recent study where an experimental design/randomized control study design was adopted, addressing the following question: What is the impact from English-medium instruction on students' academic performance in an online learning environment? Students (>2,000) enrolled on a programming course were randomly assigned to a test group (receiving all the instruction in English) or a control group (receiving all the instruction in Swedish). Two measures of academic performance were used: through-put/drop out and number of correctly answered test questions. The findings of the study indicate that EMI can, under certain circumstances, have negative consequences for students' academic performance.

In the second talk, Diane Pecorari will present the findings of a study on the development of academic vocabulary knowledge in tertiary-level EMI students. Two research questions guided the study: i) What is the size of tertiary-level EMI students' receptive written academic vocabulary; ii) does their academic vocabulary knowledge develop over time? A total of 512 students (260 first year and 152 second-year students) enrolled in two-year MSc programs in Sweden were tested on their knowledge of receptive academic vocabulary. Considerable variation in academic vocabulary size was observed, and some students had small academic vocabulary sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred.

Location: The Education University of Hong Kong

Event Date: Mar 1, 2023

Research Interests:
English for Academic Purposes, TESOL, English medium instruction, and English as a medium of instruction

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Pecorari_slides.pdf

Two_birds_with_one_stone.pdf

This workshop examines the characteristics which can help researchers distinguish a predatory conference from a legitimate one.

Research Interests:
Research Ethics, Academic Ethics, Predatory Publishers, and Predatory journals

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The well established popularity of English-speaking countries with international students, coupled with a more recent increase in English-medium instruction in other parts of world, has led to a situation in which large numbers of students receive their education in English, despite the fact that it is not their first or primary language.

These students are often said to be particularly vulnerable to academic integrity violations (or accusations thereof); at the same time, a small but growing body of research on academic integrity challenges this widespread belief. So what do we really know about the extent to which questions about academic integrity present unique contours for second-language users of English?

In this webinar we'll look at the ways the educational experience is, and is not, distinctive for those who are studying through the medium of a second language, in order to understand what can and should be done to support them in maintaining high standards of integrity on their educational journeys.

DOI: 10.1016/j.system.2018.03.017

Event Date: May 5, 2022

Organization: Irish National Integrity Network

Research Interests:
English for Academic Purposes, Teaching English as a Second Language, Plagiarism Detection, Academic Integrity, Academic Writing, and 2 moreSecond Language Writing and Plagiarism

Download (.pdf)

Learning to write academic texts is a challenge; learning to do it in a second language is an even greater challenge. Sometimes, when confronted by that challenge, novice academic writers adopt the strategy of copying or adapting language from an existing source. This strategy can have unfortunate consequences in several ways: on the quality of the resulting text (it can be hard to merge another writer's voice with one's own); on the student's learning (an opportunity is missed to learn the skills of writing autonomously), and indeed on the student's academic standing (as copying strategies can result in accusations of plagiarism).
In this talk we will look, first, at understandings of plagiarism, which are varied and sometimes contentious. We will then move on examine the skills L2 writers need in order to accomplish their academic writing tasks in an effective and appropriate fashion. Finally, we'll consider how their teachers can support them.

Event Date: Feb 20, 2022

Organization: Tsuda University

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Second Language Writing, and Plagiarism

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The status of plagiarism as a bête noire of the academic world is indicated clearly by the large-scale resources which academic institutions devote to it. Significant amounts of staff time are spent on the administrative processes involved in investigating and punishing it. Text-matching tools (so called "plagiarism detection" tools) are contracted for at great expense. Preventative measures are also deployed, in the form of leaflets and fact sheets, or honour codes, or even more flamboyant measures, like the controversial 'A plagiarism carol' video produced by the University of Bergen.

It's far from clear, though, how successful this investment of resources has been. Many people assert that there has been an increase in plagiarism, and while there is relatively little evidence speaking to this belief (Curtis & Vardanega, 2016, are one of the few exceptions), it's certainly the case that plagiarism hasn't disappeared from our universities.

So why, despite intense and costly efforts, has plagiarism not vanished? A developing body of research (e.g., Angélil-Carter, 2000; Pecorari, 2003) has provided one reason. Plagiarism--or more accurately, writing which can be diagnosed as plagiarism--can be the result of inexperienced academic writers working their way into the academic discourse community. Eliminating plagiarism, then, is not just a matter of enforcing rules; it also involves helping novice writers become proficient members of the academic discourse community.

Location: Webinar: http://view.ceros.com/cambridge/eap-onlineconference/p/2

Event Date: Oct 30, 2019

Journal Name: Cambridge University Press Academic ELT Online Conference

Conference Start Date: Oct 29, 2019

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, and 3 morePlagiarism, English for Specific Purposes or Academic English, and English for Specific/academic purposes

Examining intertextuality in second‐language writing It is widely accepted that all texts feel the traces of earlier ones, and those influences can create complexities for researchers and teachers working with learner writing. The first part of this workshop will be spent analysing some of the intertextual influences on learner writing. Then we will look at the implications of these pervasive relationships for teachers of second‐language writing and research involving L2 texts.

Location: University of Sydney

Event Date: Sep 8, 2017

Research Interests:
English for Specific Purposes, English for Academic Purposes, Plagiarism Detection, Intertextuality And Plagiarism, Academic Writing, and 3 moreTESOL, Intertextuality, and Plagiarism

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What can plagiarism tell us about academic writing? As a non‐normative and highly stigatised act, plagiarism is more likely to be treated as a violation of academic ethics rather than as a feature of academic writing. However, plagiarism (in its broadest sense) is quite common, and therefore needs to be taken into account in researching and teaching academic writing. This talk will begin with a brief summary of what we know about plagiarism, particularly in EAP/second‐language writing contexts. It will then describe the ways in which findings from plagiarism research can inform our understanding of, and teaching of, academic writing.

Location: Hong Kong University

Event Date: Oct 18, 2017

Research Interests:
English for Academic Purposes, Intertextuality And Plagiarism, Academic Writing, Second Language Writing, Plagiarism, and English for Specific Purposes or Academic English

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English academic vocabulary: How much do students need, and how much do students know? Attempts to catalogue key academic vocabulary go back to the early days of research in English for Academic Purposes (EAP), and academic vocabulary is frequently a component of EAP instruction. This talk will first outline the vocabulary needs of individuals studying in English‐medium contexts. It will then look at the findings of a project measuring students' knowledge of academic vocabulary. A new test of academic vocabulary was developed, validated and administered to students in English‐medium instruction. The test provides a measure of their receptive vocabulary, and through other methods productive vocabulary was also measured. The findings have implications for teaching and learning through the medium of English.

Location: Hong Kong Polytechnic University

Event Date: Nov 6, 2017

Research Interests:
English for Specific Purposes, English for Academic Purposes, English for Specific Purposes or Academic English, English for Specific/academic purposes, and English as a medium of instruction

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English_academic_vocabulary_abstract.pdf

slides.pptx

Is that really EMI? English‐medium instruction (EMI) is a rapidly growing phenomenon. It's also a term which is used extremely broadly, to cover contexts as far‐flung as EAP provision in English L2 environments, the international student experience in English inner circle universities, and content‐and‐language‐ integrated learning (CLIL) in primary and secondary schools. The first part of this talk will examine the various forms of instruction which are (sometimes) labelled EMI. The second part will look at case studies from different contexts to understand the forms of EMI which best capture the unique affordances of language and content integration. It will conclude by outlining ways in which improved outcomes can be attained by more reflective and conscious choices among these various models.

Event Date: Oct 3, 2017

Organization: Hong Kong Association for Applied Linguistics

Research Interests:
English for Academic Purposes, English for Specific Purposes or Academic English, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

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Plagiarism and source use: What do we really know? Plagiarism is both a source of frustration to teachers and a topic which has gained a great deal of research attention. Because intertextuality is a pervasive feature of academic writing, students cannot avoid plagiarism unless they have the ability to use sources effectively. This talk will gather summarise what we know about plagiarism and source use, identify questions which still need answers, and will discuss how research findings on this topic can inform our teaching.

Location: Wuhan University

Event Date: Jun 14, 2017

Research Interests:
English for Academic Purposes, Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Writing, Plagiarism studies, and 2 morePlagiarism and English for Specific Purposes or Academic English

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English-medium instruction (EMI) has expanded rapidly in recent years. A number of factors are responsible for the increased popularity of EMI, and one of these is the expectation that EMI contexts provide the opportunity for incidental language acquisition. In other words, it is often assumed that when subject content is studied through the medium of English, students learn the subject content and also improve their English skills into the bargain. The choice to implement EMI then can be assessed as a function of a cost-benefit equation: to what extent does it yield the expected language-learning outcomes, and are there any costs offsetting the potential gains? In this talk I’ll present the preliminary findings of the PROFiLE project, a three-year longitudinal study of the language-learning outcomes of EMI in Swedish universities. The findings suggest that expectations of EMI are not always realistic, and that successful outcomes are more likely if certain preconditions obtain. Pedagogical implications will be discussed.

Location: Chinese University Hong Kong

Event Date: Apr 7, 2017

Organization: Department of English, Chinese University

Research Interests:
Teaching English as a Second Language, Content and Language Integrated Learning, English as a Foreign Language (EFL), English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Plagiarism is an unwelcome intrusion in assessment, and common enough that teachers need resources for dealing with it. This hands-on workshop puts the focus on plagiarism in the work of university students and addresses the following issues:
• Why plagiarism happens;
• How plagiarism detection tools work (or fail to work);
• How teachers should respond when plagiarism is identified;
• What teachers can do to prevent student plagiarism.

Time: 1 PM to 4 PM

Location: Stockholm

Event Date: Oct 25, 2016

Organization: Centre for the Advancement of University Teaching, Stockholm University

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Academic Writing, Learning And Teaching In Higher Education, Plagiarism, and Pedagogy in Higher Education

Academics at all levels--from PhD students to senior researchers--are under increasing pressure to publish more, and in high-ranked outlets. In other words, successfully producing academic texts is a career necessity. However, every year some academics face accusations of improper publication behaviour, including plagiarism, and these accusations can be career-ending events. It is therefore essential for all academic writers to understand which writing practices are likely to attract an accusation of plagiarism. This is made somewhat difficult, though, by the fact that there are many different and varied understandings about which writing practices constitute plagiarism. This seminar will address the question of why plagiarism is such a cloudy concept, and provide functional strategies for understanding what types of source are likely to be considered acceptable or unacceptable.

Research Interests:
Academic Writing and Plagiarism

Plagiarism is a source of great concern for university teachers and academic administrators, and significant time and financial resources go into detecting and dealing with it when it occurs. Yet plagiarism is also a pedagogical question, and what happens in the classroom can play an important role in preventing it. This talk will address some of the causes of plagiarism, and suggest strategies for helping students avoid it.

Location: Linköping University

Event Date: Sep 23, 2015

Research Interests:
Cheating and Plagiarism, Academic Writing, Plagiarism, and Plagiarism Management In Universities

English-medium instruction is expanding rapidly and Swedish universities have been early adopters. Reasons for EMI include facilitating internationalisation, and a belief that studying in English will help students develop their ability to use English for professional purposes. The VR-financed project Professional Literacies in English (PROFiLE) is investigating whether and to what extent this happens. The first part of this talk will look at the language resources needed to study through the medium of English, and the second part will review the early findings of the PROFiLE project.

Location: Linköping University

Event Date: Sep 23, 2015

Research Interests:
English for Academic Purposes and English as a medium of instruction

Academic texts are inevitably intertextual, so a challenge for academic writers is to strike a balance between other voices and their own. In this workshop we move the focus from the local features related to citation to the global... more

Location: Stellenbosch University

Event Date: Mar 4, 2016

Research Interests:
Academic Writing, Citation, and Source Use

This workshop is about citation, about the ways that a text refers to other works. Citation is often seen as a dull and mechanical part academic texts, but in fact it is a site for many of the most important functions in academic writing, and therefore can be a powerful tool. The aim of this workshop is to demonstrate how you can use citation to good effect.

Location: Stellenbosch University

Event Date: Mar 4, 2016

Research Interests:
Academic Writing, Citation, and Source Use

Research Interests:
Educational Linguistics and English as a medium of instruction

Location: Falkenbergs Gymnasieskola

Event Date: Feb 10, 2015

Research Interests:
Academic Writing

Location: Linnaeus University Open House

Event Date: Feb 8, 2015

Research Interests:
Applied Linguistics, Educational Linguistics, English medium instruction, and English as a medium of instruction

Location: Linnaeus University, Växjö

Event Date: Sep 29, 2014

Organization: Essay Forum

Research Interests:
Academic Writing

Location: Dusseldorf, Germany

Event Date: Feb 5, 2014

Organization: University of Dusseldorf

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, and Plagiarism Management In Universities

Location: Giessen, Germany

Event Date: Feb 4, 2014

Organization: Educational Linguistics Seminar Series, University of Giessen

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Educational Linguistics, Plagiarism studies, Approaching plagiarism pedagogically, and Plagiarism

Location: Gothenburg

Event Date: Jan 30, 2014

Organization: Department of Languages, Gothenburg University

Research Interests:
Intertextuality And Plagiarism, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, and Plagiarism Management In Universities

Plagiarism is chief among the canonical wrongs of academic writing and a problem for teachers at a variety of levels. In this session I present some of the aspects of plagiarism of which teachers should be especially aware, take... more

Location: Umeå

Event Date: Jan 24, 2014

Organization: Umeå University

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, and Plagiarism Management In Universities

Organization: Linnaeus University

Research Interests:
Cheating and Plagiarism, Professional Writing, Academic Writing, Applied Linguistics, Plagiarism studies, and 2 moreEnglish and Applied linguistics and Plagiarism Management In Universities

Event Date: Dec 4, 2013

Organization: Higher Seminar in Linguistics, Linnaeus University

Research Interests:
Incidental Learning, Vocabulary Acquisition, Incidental Vocabulary Learning, and Incidental Vocabulary Acquisition

Location: Hong Kong

Event Date: Oct 10, 2010

Organization: Department of English, City University of Hong Kong

Research Interests:
Discourse Analysis, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Academic Writing, and 4 moreSecond Language Writing, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities

Location: Stockholms universitet, Barn och ungdomsvetenskap

Event Date: Aug 29, 2013

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, and 2 morePlagiarism and Patchwriting and Plagiarism Management In Universities

Location: Karolinska Institutet, Stockholm

Event Date: Oct 18, 2012

Research Interests:
Intertextuality And Plagiarism, Academic Integrity, Academic Writing, Second Language Writing, Writing Centers, and 15 morePlagiarism studies, Approaching plagiarism pedagogically, Identity, Power, Voice, Plagiarism, Academic English, Policy Implementation, EIL, Rhetorical stance, Cultural Stereotypes, Teaching Writing Skills and Strategies, Plagiarism Management In Universities, Source Use, and Authorial Voice

Event Date: Sep 5, 2012

Organization: Department of English, Lund University

More Info: Philip Shaw, Alan McMillion, Spela Mezek, Aileen Irvine, Hans Malmström, Diane Pecorari

Event Date: Apr 12, 2012

More Info: with Philip Shaw

Event Date: Apr 16, 2012

Event Date: Apr 4, 2012

More Info: Mezek, S., Pecorari, D., Shaw, P., Irvine, A., Malmström, H.

Event Date: Jan 13, 2012

Event Date: Aug 27, 2011

Location: Diskursseminariet, Barn- och ungdomsvetenskap, Stockholm University

More Info: with Philip Shaw

Event Date: May 12, 2011

Location: Diskursseminariet, BUV, Stockholms universitet

Event Date: Apr 14, 2011

Location: Mälardalen University School of Education, Culture and Communication

More Info: Karin Molander Danielsson & Diane Pecorari

Event Date: Apr 8, 2011

Location: Mälardalen University School of Education, Culture and Communication

Event Date: Jan 21, 2011

Event Date: Dec 16, 2010

Organization: Ethics Committee, Mälardalen University

Location: Mälardalen University School of Education, Culture and Communication

More Info: with Hans Malmström, Špela Mežek och Philip Shaw

Event Date: Oct 28, 2010

Location: Mälardalen University School of Education, Culture and Communication

More Info: Docentföreläsning

Event Date: Nov 17, 2009

Location: Department of English, Stockholm University

More Info: Philip Shaw, Aileen Irvine, Hans Malmström, Špela Mežek and Diane Pecorari

Event Date: Nov 16, 2009

Location: Institutionen för Nordiska Språk, Stockholm University

Event Date: Oct 14, 2009

Location: Research seminar, Växjö University, Växjö, Sweden

More Info: Malmström, H., Pecorari, D. Shaw, P., Irvine, A.

Event Date: Feb 2009

Location: Dalarna University, Falun, Sweden

Event Date: Oct 19, 2008

Location: Västerås, Sweden

Event Date: Sep 28, 2006

Organization: Department of Humanities, Mälardalen University

Research Interests:
Plagiarism studies and Plagiarism

Location: Mälardalen University Discourse Seminar series

Event Date: Sep 2008

Book Reviews

mdh.se. Publications. ...

Publication Name: Modern Language Journal

Research Interests:
Higher Education, International Students, Linguistics, International student mobility, Curriculum and Pedagogy, and Modern Language

DOI: 10.1016/j.jeap.2020.100855

Publication Date: 2020

Publication Name: Journal of English for Academic Purposes

Research Interests:
English for Academic Purposes, Academic Writing, Plagiarism, Teaching Academic Writing, English for Specific Purposes or Academic English, and Plagiarism Management In Universities

Publication Name: English for Specific Purposes

Research Interests:
Multilingual Education, English medium instruction, and English as a medium of instruction

More Info: v 32(2) pp. 122–123.

Publication Date: 2013

Publication Name: English for Specific Purposes

Research Interests:
Higher Education, Second Language Writing, Learning And Teaching In Higher Education, Plagiarism, and Plagiarism Management In Universities

Download (.pdf)

The descriptive remarks on the back cover of Marsh&#x27;s book seem to focus on only the final chapter, a highlight of the book in its indictments of plagiarism technology services. That chapter should be required reading for academic... more

Publication Date: Jan 1, 2009

Publication Name: English for Specific Purposes

Research Interests:
Intertextuality And Plagiarism, Plagiarism studies, and Plagiarism

More Info: v. 82, Pp. 590-591.

Publication Date: 1998

Publication Name: Modern Language Journal

Research Interests:
Higher Education, International Students, and International student mobility

Download (.pdf)

Dictionaries

More Info: Contributor.

More Info: Contributor. 2004. Oxford University Press

More Info: Contributor

More Info: Contributor. 1999. Oxford University Press

More Info: Contributor

Publications

Research Interests:
TESOL, Content and Language Integrated Learning, Multilingual Education, English medium instruction, English as a medium of instruction, and 3 moreContent and Language Integrated Learning (CLIL), English as the Medium of Instruction, and TESOL, Content and Language Integrated Learning, English Medium Instruction

Download (.pdf)

More Info: Mezek, S., Pecorari, D., Shaw, P., Irvine, A., & Malmström, H.

Journal Name: English for Specific Purposes, 38, 57–69

Publication Date: 2015

Research Interests:
Reading, Bilingual Education, Vocabulary Acquisition, Parallel-Language Universities, and Student learning in lectures

Reviews of my Work

Publication Date: 2011

Publication Name: Journal of Pragmatics

Research Interests:
Discourse Analysis, Cognitive Science, Philosophy, English for Academic Purposes, Phonology, and 17 morePhonetics, Pragmatics, Semantics, Sociolinguistics, Academic Writing, TESOL, Syntax, Applied Linguistics, Corpus Linguistics, Morphology, Cognitive Linguistics, Linguistics, English Grammar, ESP, Corpus Linguistics and Discourse Analysis, Arabic English Translation, and Research Writing

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Call for papers

The special issue of the Journal of English Medium Instruction, which is to appear in 2022, will be dedicated to Assessment in English Medium Instruction. This issue will focus on research related to language assessment of lecturers and students (methods, norms, policies, and consequences) as well as interactions between educational culture, academic literacy, language, and content when assessing students' content knowledge. More specifically, the proposed articles should largely fall under the following topics:  Validity of locally-developed assessment methods for EMI lecturer certification  Validity of international English for academic purpose tests (e.g. TOEFL, IELTS) in the EMI context  Language assessment as an instrument of EMI language policies  Consequences of language test implementation in EMI  English language norms in tests for the EMI context  Lecturers' assessment literacy  Interactions between educational culture, academic literacy, language, and content in content assessment  Classroom assessment in EMI Abstracts for the proposed articles should describe empirically or conceptually based work (previously unpublished) that includes implications for EMI stakeholders. Please send a 600-word abstract (without references) to slobodanka.dimova@hum.ku.dk and joyce@hum.ku.dk that includes the following:  the name, title, affiliation, and contact information of the author(s)  the title of the paper  methodology (participants, data collection and analysis)  the significance of the findings or the contribution of the study to the field In addition, please include a 50-word biographical statement for each author. The deadline for submission of the abstracts is January 30, 2021. Authors who are invited to submit full papers will be notified by February 15, 2021. The deadline for submission of full papers for review is June 15, 2021.

Publication Date: 2021

Publication Name: Journal of English-Medium Instruction

Research Interests:
Assessment, Language Assessment, Educational Linguistics, CLIL, Multilingual Education, and 4 moreEnglish medium instruction, CLIL use in tertiary teaching, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Download (.pdf)

Around the globe, varied instructional settings use English for teaching and learning purposes, despite the fact that it is not the first language of some or all participants. The Journal of English-Medium Instruction provides a home for research on this important and rapidly growing phenomenon. The journal adopts a broad understanding of what constitutes English-medium instruction (EMI), while differentiating it from other multilingual pedagogies. EMI is an inherently interdisciplinary field, spanning multiple branches of applied linguistics and (higher) education pedagogy and didactics. A key objective of JEMI is to unite these strands of EMI research and enable scholarly work in one corner of this interdisciplinary area to reach both researchers and practitioners in others.

JEMI welcomes contributions on a range of topics of relevance to EMI, e.g., forms of instruction, translanguaging, language policy, assessment, support for instructors, the transition from content and language integrated learning to EMI, and the development of academic as well as disciplinary literacy.

The first two issues of JEMI will be themed issues, surveying key topics in EMI (issue 1) and then placing the focus on a specific topic from varying perspectives (issue 2). We would be pleased to receive articles on a range of topics related to EMI for the first general issue due to be published in early 2023.

Publication Date: 2020

Publication Name: Journal of English-Medium Instruction

Research Interests:
Content and Language Integrated Learning, Bilingual Education, Learning And Teaching In Higher Education, Educational Linguistics, Bilingual education (Education), and 5 moreMultilingual Education, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English as a medium of instruction, Content and Language Integrated Learning (CLIL), and Applied Linguistics and TESOL

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CALL FOR CONTRIBUTIONS to a special issue of the Journal of Academic Ethics on the theme Positive Integrity

Guest Editors
Diane Pecorari, City University of Hong Kong
Wendy Sutherland-Smith, Deakin University

Much research within academic ethics tends to focus on the transgressive, that is, on violations of ethical principles, such as plagiarism or falsification of data, and how to prevent them. The other side of the equation deserves consideration as well: what are the attainments in academic ethics that we should aspire to, and how can they be promoted? This special issue of the Journal of Academic Ethics will focus on such questions of "positive integrity."

Article contributions are sought on topics such as the following:
• principles driving high ethical standards in research and publication
• factors associated with principled academic behaviour
• a "core curriculum" of skills and understandings that needed by novice members of the academic community
• measuring and documenting ethically responsible behaviour
• ethical policy-making
• ethical academic management/leadership
• ethical governance and decision-making
• ethical teaching practices

Contributions may be submitted through two routes.
1. Prospective authors are welcome (but not required) to submit an abstract of 500 words for consideration. Abstracts submitted by 15 November will receive feedback from the guest editors. Full manuscripts will then be due by 15 June 2020.
2. Alternatively, authors may submit a full manuscript directly by 15 June 2020.

All submissions of abstracts and/or full manuscripts should be made through the editorial platform (https://www.editorialmanager.com/jaet/default.aspx). Please indicate that this is a submission for the special issue.

Questions about the special issue can be directed to the guest editors (diane.pecorari@cityu.edu.hk & wendy.sutherlandsmith@deakin.edu.au). Please use JAE at the start of the subject line in the email to help guest editors recognise your query quickly.

Research Interests:
Ethics, Cheating and Plagiarism, Research Ethics, Plagiarism Detection, Academic Ethics, and 2 morePlagiarism and Plagiarism Management In Universities

Download (.pdf)

Call_for_Contributions.pdf

updated_CFP.pdf

A new series from Routledge Research, publishing research monographs and scholarly edited collections—
Routledge Studies in English-Medium Instruction
Series Editors: Diane Pecorari (City University of Hong Kong) and Hans Malmström (Chalmers University of Technology, Sweden)
https://www.routledge.com/Routledge-Studies-in-English--Medium-Instruction/book-series/RREMI
Routledge Studies in English-Medium Instruction brings together research demonstrating the impact of work from applied and educational linguistics on the phenomenon of EMI. While maintaining a focus on EMI, rather than other forms of content and language integration more broadly, the series looks at EMI from a broad perspective. The series showcases research on a range of topics closely related to EMI such as assessment, delivery of instruction, translanguaging, vocabulary, language policy, support for instructors, the transition from CLIL to EMI and the development of L1 academic literacy. The series acts as a focal point for the growing body of research on EMI and will be of particular interest to students and scholars in applied linguistics, TESOL, TEFL, higher education pedagogy, and language education.
For more information about the series or to submit a proposal, please contact Diane Pecorari (diane.pecorari@cityu.edu.hk) or Hans Malmström (mahans@chalmers.se).
To view more of our recently published linguistics research monographs and all of our Routledge Research linguistics series: https://www.routledge.com/research.

Research Interests:
Content and Language Integrated Learning, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Download (.pdf)

Research Interests:
TESOL, Multilingual Education, English medium instruction, English as a medium of instruction, English as the Medium of Instruction, and TESOL, Content and Language Integrated Learning, English Medium Instruction

Download (.pdf)

Routledge Studies in English-Medium Instruction

English as a medium of instruction on the Arabian Peninsula, Edited by Mark Wyatt and Glenda El Gamal

https://www.routledge.com/English-as-a-Medium-of-Instruction-on-the-Arabian-Peninsula/Wyatt-Gamal/p/book/9781032024936

Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications.

This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers’ pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book.

Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.

Research Interests:
Educational Linguistics, English medium instruction, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

The first three volumes in Routledge Studies in English-Medium Instruction have now been published:

Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice, edited by David Lasagabaster and Aintzane Doiz

Rethinking EMI: Multidisciplinary Perspectives from Chinese-Speaking Regions, edited by Lily I-Wen Su, Hintat Cheung and Jessica R. W. Wu

Student Perspectives on English-Medium Instruction: Insights from an Italian University, by Marta Guarda

Congratulations to the authors and editors!

Publication Date: 2021

Publication Name: Routledge Studies in English-Medium Instruction

Research Interests:
Multilingual Education, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Download (.docx)

Routledge Studies in English-Medium Instruction brings together research demonstrating the impact of work from applied and educational linguistics on the phenomenon of EMI. While maintaining a focus on EMI, rather than other forms of content and language integration more broadly, the series looks at EMI from a broad perspective. The series showcases research on a range of topics closely related to EMI such as assessment, delivery of instruction, translanguaging, vocabulary, language policy, support for instructors, the transition from CLIL to EMI and the development of L1 academic literacy. The series acts as a focal point for the growing body of research on EMI and will be of particular interest to students and scholars in applied linguistics, TESOL, TEFL, higher education pedagogy, and language education.

Publication Name: Routledge Studies in English-Medium Instruction

Research Interests:
Multilingual Education, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Teaching materials

An interview with Professor Jonathan Webster of the Department of Linguistics and Translation at City University of Hong Kong, featuring his advice and views on what makes good writing in Linguistics.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Languages and Linguistics, Academic Writing, and Second Language Writing

The second episode of an interview with Dr Sarah Rosanowski, Assistant Professor of the Department of Infectious Diseases and Public Health at City University of Hong Kong, regarding her writing and composing process.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Veterinary Education, Academic Writing, and Second Language Writing

An interview with Dr Tina Louisa Rochelle, Associate Professor of the Department of Social and Behavioural Sciences at City University of Hong Kong, featuring her views on what makes good writing in Psychology

Research Interests:
English for Specific Purposes, English for Academic Purposes, Academic Writing, and Second Language Writing

An interview with Dr Sarah Rosanowski, Assistant Professor of the Department of Infectious Diseases and Public Health at City University of Hong Kong, featuring her views on what makes good writing for Veterinary Medicine.

Research Interests:
Veterinary Medicine, Veterinary Education, Academic Writing, and Second Language Writing

An interview with Dr Joanna Mansbridge, Assistant Professor of the Department of English at City University of Hong Kong, featuring her views and advice on academic writing for the English discipline.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 2 moreTeacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL) and Teaching English as a foreign language (TEFL)

The sixth episode in the Quick Guide to Writing for Humanities and Social Sciences series. This episode looks at how to cite sources transparently when writing an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 10 moreAcademic Literacies, Academic literacy, Novice Academic Writing, English for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English for Specific/academic purposes, TESL/TEFL, Teaching English as a foreign language (TEFL), English EFL TEFL learning, and English for Specific Purposes (ESP)

The sixth episode in the Quick Guide to Writing for Science series. This episode looks at how to cite sources transparently when writing an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 5 moreAcademic literacy, English language teaching, English for Specific Purposes or Academic English, English for Specific/academic purposes, and English for Specific Purposes (ESP)

The fifth episode in the Quick Guide to Writing for Science seriesHumanities and Social Sciences series. This episode looks at how to write the discussion section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 6 moreTeaching English As A Foreign Language, Academic literacy, English for Specific Purposes or Academic English, English for Specific/academic purposes, English for Specific Purposes (ESP), and Teaching English As Second Language

The fifth episode in the Quick Guide to Writing for Science series. This episode looks at how to write the discussion section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 6 moreTeaching English As A Foreign Language, Academic literacy, English language teaching, English for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), and Teaching English as a foreign language (TEFL)

The fourth episode in the Quick Guide to Writing for Humanities and Social Sciences series. This episode looks at how to write the results section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 5 moreTeaching English As A Foreign Language, Academic literacy, English language teaching, English for Specific Purposes or Academic English, and Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)

The fourth episode in the Quick Guide to Writing for Science series. This episode looks at how to write the results section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Teaching English As A Foreign Language, and 7 moreAcademic literacy, English language teaching, English for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English teaching, English for Specific/academic purposes, and English for Specific Purposes (ESP)

The third episode in the Quick Guide to Writing for Humanities and Social Sciences series. This episode looks at how to write the methods section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Academic Writing, Second Language Writing, Academic literacy, and 3 moreEnglish for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), and English for Specific/academic purposes

The third episode in the Quick Guide to Writing for Science series. This episode looks at how to write the methods section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Academic literacy, and 2 moreEnglish for Specific Purposes or Academic English and English for Specific Purposes (ESP)

The second episode in the Quick Guide to Writing for Humanities and Social Sciences series. This episode looks at how to write the introduction section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Second Language Writing, and 2 moreAcademic literacy and English for Specific Purposes (ESP)

The second episode in the Quick Guide to Writing for Science series. This episode looks at how to write the introduction section of an IMRD article.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, Academic literacy, and 2 moreEnglish for Specific Purposes or Academic English and English for Specific/academic purposes

The first episode in the Quick Guide to Writing for Humanities and Social Sciences series. This episode looks at strategies that you can use when reading an academic article that uses the IMRD (Introduction - Methods - Results -... more

Research Interests:
English for Specific Purposes, English for Academic Purposes, Academic Libraries, Academic Writing, Teaching English As A Foreign Language, and 2 moreEnglish for Specific Purposes or Academic English and English for Specific Purposes (ESP)

The first episode in the Quick Guide to Writing for Science series. This episode looks at strategies that you can use when reading a scientific article that uses the IMRD (Introduction - Methods - Results - Discussion) structure.

Research Interests:
English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Academic Writing, and English for Specific Purposes or Academic English

Related Authors

Diane Pecorari

Publication Date: 2024

Publication Name: Journal of English-Medium Instruction

Research Interests: English for Academic Purposes, TESOL, Assessment in Higher Education, English medium instruction, and English as a medium of instruction<div>()</div>

Publication Date: 2022

Publication Name: Routledge Studies in English-Medium Education

Research Interests: English as a medium of instruction and Content and Language Integrated Learning (CLIL)<div>()</div>

Research Interests: Multilingual Education, English medium instruction, and English as a medium of instruction<div>()</div>

Publication Date: 2022

Publication Name: Journal of English Medium Instruction

Research Interests: Bilingual education (Education), Multilingual Education, and English as a medium of instruction<div>()</div>

Publication Name: Journal of English-Medium Instruction

Research Interests: Bilingual education (Education), Multilingual Education, and English as a medium of instruction<div>()</div>

DOI: 10.1075/jemi.00001.int

Publication Date: 2022

Publication Name: Journal of English-Medium Instruction

Research Interests: Bilingual Education, Bilingual education (Education), Multilingual Education, and English as a medium of instruction<div>()</div>

Research Interests: Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities<div>()</div>

Publication Date: Oct 1, 2015

Research Interests: English for Specific Purposes, English for Academic Purposes, EAP, English for Specific Purposes or Academic English, English for Specific/academic purposes, and EAP needs analysis<div>()</div>

Publisher: Open University Press

Publication Date: 2013

More Info: Maggie Charles, Diane Pecorari and Susan Hunston, eds. 2009.

More Info: 2008

DOI: 10.1016/j.jslw.2023.101067

Publication Date: 2023

Publication Name: Journal of Second Language Writing

DOI: 10.1080/01434632.2023.2260781

Publication Date: 2023

Publication Name: Journal of Multilingual and Multicultural Development

Research Interests: Language Testing, Vocabulary, Vocabulary Acquisition, Second language vocabulary acquisition, English medium instruction, and English as a medium of instruction<div>()</div>

DOI: 10.4324/9781003170723-11

Publication Date: 2023

Publication Name: Predatory Practices in Scholarly Publishing and Knowledge Sharing

Research Interests: Academic Integrity, Predatory Publishers, Predatory journals, and Predatory Conferences<div>()</div>

DOI: 10.1007/978-981-287-079-7_69-3

Page Numbers: 451–465

Publication Date: 2023

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DOI: 10.1007/s10805-021-09406-4

Publication Date: 2021

Publication Name: Journal of Academic Ethics

Research Interests: Academic Integrity, Academic Ethics, Predatory journals, and Predatory Conferences<div>()</div>

DOI: 10.1007/s10805-021-09439-9

Publication Date: 2021

Publication Name: Journal of Academic Ethics

Research Interests: Academic Integrity and Academic Ethics<div>()</div>

Publication Date: 2021

Publication Name: in Lasagabaster & Doiz (Eds.), Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice

Research Interests: English medium instruction, English as a medium of instruction, Content and Language Integrated Learning (CLIL), and English and Applied linguistics<div>()</div>

DOI: 10.35360/njes.583

Publication Date: 2020

Publication Name: Nordic Journal of English Studies

Research Interests: Language Planning and Policy, Language Policy, Global Englishes, and English as a medium of instruction<div>()</div>

Publisher: Springer International Publishing

Publication Name: Educational Linguistics

Research Interests: Educational Linguistics<div>()</div>

DOI: 10.1016/j.jeap.2019.02.004

Publication Date: 2019

Publication Name: Journal of English for Academic Purposes

Research Interests: English for Academic Purposes, Academic Writing, Vocabulary, Second language vocabulary acquisition, Language Testing and Assessment, and Academic vocabulary<div>()</div>

DOI: 10.1016/j.esp.2017.11.002

Publication Date: 2018

Publication Name: English for Specific Purposes

Research Interests: Vocabulary, Vocabulary Acquisition, and Vocabulary Learning in ESL<div>()</div>

Publication Date: 2018

Publication Name: Student Plagiarism in Higher Education Reflections on Teaching Practice

Research Interests: Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism, and Plagiarism Management In Universities<div>()</div>

Publication Date: 2018

Publication Name: Student Plagiarism in Higher Education Reflections on Teaching Practice

Research Interests: Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, and Plagiarism<div>()</div>

Publication Date: 2018

Publication Name: Student Plagiarism in Higher Education Reflections on Teaching Practice

Research Interests: Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities<div>()</div>

Journal Name: Seargeant, P., Hewings, A., & Pihlaja, S. (Eds.). (2018). The Routledge handbook of English language studies. London ; New York, NY: Routledge.

Publication Date: 2018

Publication Name: The Routledge handbook of English language studies.

Research Interests:
English for Academic Purposes, TESOL, Assessment in Higher Education, English medium instruction, and English as a medium of instruction

Research Interests:
English as a medium of instruction and Content and Language Integrated Learning (CLIL)

Research Interests:
Multilingual Education, English medium instruction, and English as a medium of instruction

Research Interests:
Bilingual education (Education), Multilingual Education, and English as a medium of instruction

Research Interests:
Bilingual education (Education), Multilingual Education, and English as a medium of instruction

Research Interests:
Bilingual Education, Bilingual education (Education), Multilingual Education, and English as a medium of instruction

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities

Research Interests:
English for Specific Purposes, English for Academic Purposes, EAP, English for Specific Purposes or Academic English, English for Specific/academic purposes, and EAP needs analysis

Research Interests:
Language Testing, Vocabulary, Vocabulary Acquisition, Second language vocabulary acquisition, English medium instruction, and English as a medium of instruction

Research Interests:
Academic Integrity, Predatory Publishers, Predatory journals, and Predatory Conferences

Research Interests:
Academic Integrity, Academic Ethics, Predatory journals, and Predatory Conferences

Research Interests:
Academic Integrity and Academic Ethics

Research Interests:
English medium instruction, English as a medium of instruction, Content and Language Integrated Learning (CLIL), and English and Applied linguistics

Research Interests:
Language Planning and Policy, Language Policy, Global Englishes, and English as a medium of instruction

Research Interests:
Educational Linguistics

Research Interests:
English for Academic Purposes, Academic Writing, Vocabulary, Second language vocabulary acquisition, Language Testing and Assessment, and Academic vocabulary

Research Interests:
Vocabulary, Vocabulary Acquisition, and Vocabulary Learning in ESL

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism, and Plagiarism Management In Universities

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, and Plagiarism

Research Interests:
Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, Plagiarism studies, Plagiarism, and Plagiarism Management In Universities

Journal Name: Seargeant, P., Hewings, A., & Pihlaja, S. (Eds.). (2018). The Routledge handbook of English language studies. London ; New York, NY: Routledge.

Research Interests:
TESOL, English as a Foreign Language (EFL), and English As a Second Language (ESL)

Research Interests:
TESOL, Second Language Writing, English as a Foreign Language (EFL), ESL/EFL Writing, and English As a Second Language (ESL)

Research Interests:
TESOL, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English medium instruction, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Research Interests:
English for Academic Purposes, Vocabulary Acquisition, Vocabulary Learning, Second language vocabulary acquisition, Vocabulary Learning in ESL, and English as a medium of instruction

Research Interests:
Content and Language Integrated Learning, English as a medium of instruction, and Content and Language Integrated Learning (CLIL)

Research Interests:
English for Academic Purposes, Academic Writing, Second Language Writing, Academic literacy, and English for Specific Purposes or Academic English

Research Interests:
Reading, Vocabulary Acquisition, Second language vocabulary acquisition, Vocabulary Learning in ESL, and English as a medium of instruction

Research Interests:
English for Specific Purposes, Intertextuality And Plagiarism, Intertextuality, English for Specific Purposes or Academic English, and English for Specific/academic purposes

Research Interests:
English for Academic Purposes, Academic Writing, Citation context analysis, English for Specific Purposes or Academic English, English for Specific/academic purposes, and Source Use

Research Interests:
Cheating and Plagiarism, Intertextuality And Plagiarism, Plagiarism studies, and Plagiarism

Research Interests:
Vocabulary Acquisition and Incidental Vocabulary Learning

Research Interests:
Second Language Acquisition, Languages and Linguistics, Educational Linguistics, Academic discourse, and Academic Reading