Publications (62) EMMA DAFOUZ MILNE publications

2023

  1. Researching English-Medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework

    Taylor and Francis Inc., pp. 1-200

  2. Students’ views of disciplinary literacies in internationalised English-medium higher education: Step-by-step survey development

    Research Methods in Applied Linguistics, Vol. 2, Núm. 3

  3. The ROAD-MAPPING framework: Taking stock and paving future directions for english-medium research

    Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework (Taylor and Francis Inc.), pp. 1-19

2022

  1. Foreword

    Education in the Asia-Pacific Region

  2. Rethinking the roles of ELT in English-medium education in multilingual university settings: an introduction

    ELT Journal, Vol. 76, Núm. 2, pp. 163-171

  3. T-CO, seminar for the internationalization of education: a professional development course for business teachers

    III Simposio del grupo regional ICLHE España: diferentes perspectivas sobre la sostenibilidad de ICLHE en la educación superior española

2021

  1. 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 ), Núm. 41, pp. 13-38

  2. English-medium education revisited: Arguing for a comprehensive conceptualisation in the age of internationalised universities

    European journal of language policy, Vol. 13, Núm. 2, pp. 141-159

  3. 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

  4. Foreword. Quality in multilingual higher education: From supra-national strategies to institutional realizations

    Developing and Evaluating Quality Bilingual Practices in Higher Education

  5. Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development

    Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses: RAEI, Núm. 34, pp. 15-38

  6. The role of languages in internationalised higher education classrooms: From multilingual contexts to disciplinary language practices

    Internationalising Programmes in Higher Education: An Educational Development Perspective (Taylor and Francis), pp. 94-106

  7. ‘So, after a week, i became a teacher of english’: Physics lecturers’ beliefs on the integration of content and language in english-medium higher education

    The Psychological Experience of Integrating Content and Language (Channel View Publications), pp. 133-152

2020

  1. Equipping Educational Developers for Inclusive International Programs in Higher Education

    Teacher Training for English-Medium Instruction in Higher Education (IGI Global), pp. 21-40

  2. Equipping educational developers for inclusive international programs in higher education

    Teacher Training for English-Medium Instruction in Higher Education (IGI Global), pp. 21-40

  3. Postscript: Moving Forward in Integrating Content and Language in Multilingual Higher Education

    Educational Linguistics (Springer Science+Business Media B.V.), pp. 179-183

  4. Supporting educational developers in the era of internationalised higher education: insights from a European project

    International journal of bilingual education and bilingualism, Vol. 23, Núm. 3, pp. 326-339

  5. Undergraduate student academic writing in English-medium higher education: Explorations through the ROAD-MAPPING lens

    Journal of English for Academic Purposes, Vol. 46

2019

  1. ROAD-MAPPING English Medium Education in the Internationalised University

    Springer International Publishing, pp. 1-152

2018

  1. English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work

    International journal of bilingual education and bilingualism, Vol. 21, Núm. 5, pp. 540-552