2023
Sánchez-García, D. (2023). Potential professional growth of English-medium education teachers in a transnational teacher education program. International Journal of Instruction, 16(3), 1-24.
2022
Dafouz, E. & Gray, J. (2022). Rethinking the roles of ELT in English-medium education in multilingual university settings. ELT Journal.
Orduna-Nocito, E., & Sánchez-García, D. (2022). Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities. System, 104.
Sánchez-Hernández, A. (2022). Second language pragmatic development in study abroad contexts: An introduction. Study Abroad Research in Second Language Acquisition and International Education, 7(1): 2-23.
Sánchez-Hernández, A. and Barón, J. (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 26(2): 163-170.
Valcke, J., Nashaat-Sobhy, N., Sánchez-García, D., & Walaszczyk, J. (2022). Teacher development to mediate global citizenship in English-medium education contexts, Journal of English-medium Instruction, 1(1), 65-84.
2021
Dafouz-Milne, E. (2021): Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: the case of UNA Europa, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1920964
Dafouz-Milne, E. (2021). Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP). Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (41), 13-38.
Soriano-Flórez, I. (2021). Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanette (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters [Review of the book English-medium instruction and translanguaging by B. Paulsrud, Z. Tian, & J. M. Toth (Eds.)]. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 8(1), 82 86. http://doi.org/10.21283/2376905X.13.239
Dafouz-Milne, E. (2021). Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP). Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (41), 13-38.
Soriano-Flórez, I. (2021). Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanette (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters [Review of the book English-medium instruction and translanguaging by B. Paulsrud, Z. Tian, & J. M. Toth (Eds.)]. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 8(1), 82 86. http://doi.org/10.21283/2376905X.13.239
2020
Orduna, E. (2020 en prensa) La competence “Coherence in Language Policy Making in Tertirary Education” en Carrió-Pastor, M.L. (Ed). Internationalising Learning: English as a Medium of Instruction. Ed Palgrave.
Sánchez-García, D. (2020). Internationalization through Language and Literacy in the Spanish EME Context. In S. Dimova, & J. Kling (Eds.), Integrating Content and Language in Multilingual Higher Education. Cham.: Springer.
Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB),8(1): 28-52.
Sánchez-García, D., & Nashaat Sobhy, N. (2020). TESOL through the reflections of transnational EMEMUS lecturers: A ROADMAPPING approach. In O. Barnawi, & S. Anwaruddin (Eds.), TESOL Teacher Education in a Transnational World. Routledge.
Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB), 8(1): 28-52.
Sánchez-García, D., & Dafouz, E. (2020). Equipping Educational Developers for Inclusive International Programs in Higher Education. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education. IGI Global.
Nashaat Sobhy, N., & Sánchez-García, D. (2020). Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings. Journal for the Psychology of Language Learning (Special Issue), 2(2), pp. 55-72.
Alonso-Marks, E. and Sánchez-Hernández, A. (2020). Intercultural development during short-term study abroad: The role of intensity of interaction on cross-cultural sensitivity. ELIA: Estudios de Lingüística Inglesa Aplicada, 20: 13-46.
Sánchez-García, D. (2020). Internationalization through Language and Literacy in the Spanish EME Context. In S. Dimova, & J. Kling (Eds.), Integrating Content and Language in Multilingual Higher Education. Cham.: Springer.
Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB),8(1): 28-52.
Sánchez-García, D., & Nashaat Sobhy, N. (2020). TESOL through the reflections of transnational EMEMUS lecturers: A ROADMAPPING approach. In O. Barnawi, & S. Anwaruddin (Eds.), TESOL Teacher Education in a Transnational World. Routledge.
Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB), 8(1): 28-52.
Sánchez-García, D., & Dafouz, E. (2020). Equipping Educational Developers for Inclusive International Programs in Higher Education. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education. IGI Global.
Nashaat Sobhy, N., & Sánchez-García, D. (2020). Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings. Journal for the Psychology of Language Learning (Special Issue), 2(2), pp. 55-72.
Alonso-Marks, E. and Sánchez-Hernández, A. (2020). Intercultural development during short-term study abroad: The role of intensity of interaction on cross-cultural sensitivity. ELIA: Estudios de Lingüística Inglesa Aplicada, 20: 13-46.