"The current collected papers proceed from the third ICLHE conference held in Maastricht in April 2013"--Introduction.

Includes bibliographical references.

"Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today." (Book Cover)

TABLE OF CONTENTS

Introduction / Robert Wilkinson and Mary Louise Walsh

Section 1: Keynote addresses

[1.] Mapping the terrains of ICLHE: a view from the South / Cecilia Jacobs

[2.] Foreign language skills, "linguistic work" and the economic theory of value / François Grin

Section 2: Policies

[3.] Lecturers' English proficiency and university language policies for quality assurance / Slobodanka Dimova & Joyce Kling

[4.] The implementation of a multilingual language policy in a time of economic restrictions / Inmaculada Fortanet-Gómez

[5.] A tale of two countries: diverging policies on English-medium instruction in the Netherlands and Flanders / Frank van Splunder

Section 3: Frameworks and Design

[6.] Introducing content and language integrated learning at a Saudi Arabian university / Saeed Aburizaizah

[7.] Resituation: a framework for understanding the complexities of becoming a researcher in an unfamiliar context / Margaret Franken

[8.] Student and supervisor interpretation of generic criteria for specific engineering projects / Magnus Gustafsson, Jessica Dagman, Jonas Fredriksson & Rasmus Rempling

[9.] Beyond "English-only" in U.S. writing instruction: fostering translingual dispositions in writing teacher education / Carrie Kilfoil & Bruce Horner

[10.] Discipline-specific academic literacy and academic integration / Kris van de Poel &Tobie Van Dyk

[11.] In UK tertiary education: the case of German / Elisabeth Wielander

[12.] Lessons learned from implementing ICL Canadian-style: facets of the French immersion studies program at the University of Ottawa / Alysse Weinberg, Jérémie Séror, Hélène Knoerr & Sandra Burger

Section 4: Integration

[13.] Teaching business presentation skills: a heuristic case study / Anton Ledergerber

[14.] English for public health teaching within the context of internationalisation in France / William Sherlaw, Kasia Czabanowska, Mark Thomson

[15.]Support measures for content teaching embedded in a tertiary English-medium degree programme / Dietma Tatzl

Section 5: Competences

[16.] EMI and pronunciation : outline of a longitudinal case study / Karin Richter

[17.] Linguistic competence in undergraduate science teaching : a student perspective / Patrick Studer

[18.] Introducing EMI instruction in an EFL context: can the integration of content and language in higher education improve students' English proficiency? / Miriam Symon & Linda Weinberg

[19.] A comparative study on the use of pronunciation strategies for highlighting information in university lectures / Jennifer Valcke & Victor Pavón