Emma Dafouz
Biographic Data
| ID | 5998052 |
|---|---|
| NAME | Emma Dafouz |
| GIVEN NAMES | Emma |
| FAMILY NAME | Dafouz |
| SIGNATURE | DAFOUZ E |
| AFFILIATIONS | Universidad Complutense de Madrid |
| ORCID | 0000-0002-2396-7391 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Unlocking the full potential of English-medium education: A longitudinal exploration of business students’ views of disciplinary literacies
This study investigated student perceptions of Disciplinary Literacies (DLs) in an English-medium education (EME) Business Studies programme at a Spanish university. It re-examined DLs through a bi/multilingual and internationalised lens, positioning them as a dynamic meeting ground for English for Specific Purposes (ESP) and EME professionals. The study had two aims: (i) to explore how prior EME experience shaped first-year students' perceptions…
Introduction to the special issue ‘Bi- and multilingual disciplinary literacies: Novel conceptualisations and empirical insights’
The Special Issue ‘Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights’ is an outcome of research collaborations in the COST Action CA21114 CLILNetLE. In this introduction, we position the framework of bi- and multilingual disciplinary literacies (BMDLs) and introduce the contributions to the Special Issue. We argue that BMDLs extend beyond just using an additional language to enact disciplinary literacie…
Empowering minds: The role of disciplinary literacies in English-medium internationalised universities
As higher education increasingly embraces internationalisation, the surge in demand for English as the medium of education (EME) poses significant challenges for stakeholders. This keynote places disciplinary literacies (DLs), defined as the ability to appropriately participate in the communicative practices of a discipline (Airey, 2011), centre stage as a crucial construct for effective teaching and learning within specific subjects. Despite the…
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
English‐Medium Instruction and English for Specific Purposes
This entry explores the evolving relationship between English‐medium instruction (EMI) and English for Specific Purposes (ESP) within higher education. While traditionally viewed as distinct EMI focusing on content delivery in English and ESP on language instruction tailored to specific academic or professional fields, their intersection is increasingly recognized through the shared goal of developing disciplinary literacies. The entry maps the b…
A situated analysis of English-medium education in a private business university: Insights from the Road-Mapping framework
As English-medium education (EME) expands globally, this paper focuses on the need for a situated analysis of the contextual factors possibly influencing students' English language development at a private business university in Spain. Using the ROAD-MAPPING framework (Dafouz & Smit, 2016) as an analytical and theoretical model, the study highlights the sociolinguistic dynamics that can affect student English proficiency in such EME programmes. F…
Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: The case of UNA Europa
In an increasing context of internationalisation, the European Commission announced in 2019 the creation of the first seventeen ‘European Universities’ (EUnis), a Pan-European consortium of higher education institutions designed to promote European values, cooperation and identity. Against this backdrop, this paper aims to examine the ways in which these newly created EUnis construct their views of linguistic diversity and multilingualism. The re…
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose of this article is to argue for the need to reposition EMI teacher professional development (TPD) i…
Road-Mapping English Medium Education in the Internationalised University
Undergraduate student academic writing in English-medium higher education: Explorations through the Road-Mapping lens
Supporting educational developers in the era of internationalised higher education: Insights from a European project
In the past decades, and as a result of the internationalisation processes experienced by higher education across the world, English-medium education (EME) has gained momentum in universities where well-established national and/or local languages had traditionally been the means of instruction. While this phenomenon is growing at a fast pace, professional support for the lecturers engaged is very often scarce and unsystematic. Against this backdr…
English-medium instruction and teacher education programmes in higher education: Ideological forces and imagined identities at work
With English-medium instruction (EMI) gaining momentum in higher education across the globe, teacher education programmes (TEPs) are being redesigned to equip lecturers with the skills necessary to deal with increasingly international classrooms. While most of these TEPs mainly pursue improving lecturers’ English language proficiency they rarely reflect on pedagogical changes and even less on the ideological forces and identity issues at play. Th…
New Contexts, New Challenges for Tesol: Understanding Disciplinary Reasoning in Oral Interactions in English‐Medium Instruction
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explici…
Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings
Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings
At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to develop a conceptual framework that considers the dynamic nature of EMEMUS. Drawing on recent sociolingu…
‘Surely they can't do as well’: A comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes
For years, universities worldwide have offered English-medium degrees as a way to attract international students and staff, enhance their institutional profile and promote multilingualism. In Europe and the European Higher Education Area (EHEA), English-medium instruction (EMI) is more recent, but the dimension and speed of its implementation has outpaced language policies, methodological considerations and empirical research. In view of this, th…
Multilingual higher education. Beyond English medium orientations
Emma DafouzDepartment of English Language and LinguisticsUniversidad Complutense de Madrid, [email protected]© 2013, Emma Dafouz
Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe
Preview this article: Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe, Page 1 of 1 /docserver/preview/fulltext/aila.25.01smi-1.gif
Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs
In recent years, many European countries have witnessed a rapid implementation of the CLIL approach at tertiary level. In Spain, although English has been introduced as the language of instruction in some master and doctoral courses, the application of the CLIL approach is still isolated. Similarly, little research has been done into CLIL discursive features and teacher–student positioning in the Spanish university context. Focusing on university…
Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: The case of UNA Europa
In an increasing context of internationalisation, the European Commission announced in 2019 the creation of the first seventeen ‘European Universities’ (EUnis), a Pan-European consortium of higher education institutions designed to promote European values, cooperation and identity. Against this backdrop, this paper aims to examine the ways in which these newly created EUnis construct their views of linguistic diversity and multilingualism. The re…
New Contexts, New Challenges for Tesol: Understanding Disciplinary Reasoning in Oral Interactions in English‐Medium Instruction
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explici…
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose of this article is to argue for the need to reposition EMI teacher professional development (TPD) i…
Analysing Stance in a CLIL University Context: Non-native Speaker Use of Personal Pronouns and Modal Verbs
In recent years, many European countries have witnessed a rapid implementation of the CLIL approach at tertiary level. In Spain, although English has been introduced as the language of instruction in some master and doctoral courses, the application of the CLIL approach is still isolated. Similarly, little research has been done into CLIL discursive features and teacher–student positioning in the Spanish university context. Focusing on university…
Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe
Preview this article: Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe, Page 1 of 1 /docserver/preview/fulltext/aila.25.01smi-1.gif
‘Surely they can't do as well’: A comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes
For years, universities worldwide have offered English-medium degrees as a way to attract international students and staff, enhance their institutional profile and promote multilingualism. In Europe and the European Higher Education Area (EHEA), English-medium instruction (EMI) is more recent, but the dimension and speed of its implementation has outpaced language policies, methodological considerations and empirical research. In view of this, th…
Multilingual higher education. Beyond English medium orientations
Emma DafouzDepartment of English Language and LinguisticsUniversidad Complutense de Madrid, [email protected]© 2013, Emma Dafouz
Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings
At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to develop a conceptual framework that considers the dynamic nature of EMEMUS. Drawing on recent sociolingu…
Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings
English-medium instruction and teacher education programmes in higher education: Ideological forces and imagined identities at work
With English-medium instruction (EMI) gaining momentum in higher education across the globe, teacher education programmes (TEPs) are being redesigned to equip lecturers with the skills necessary to deal with increasingly international classrooms. While most of these TEPs mainly pursue improving lecturers’ English language proficiency they rarely reflect on pedagogical changes and even less on the ideological forces and identity issues at play. Th…
New Contexts, New Challenges for Tesol: Understanding Disciplinary Reasoning in Oral Interactions in English‐Medium Instruction
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explici…
Road-Mapping English Medium Education in the Internationalised University
Undergraduate student academic writing in English-medium higher education: Explorations through the Road-Mapping lens
Supporting educational developers in the era of internationalised higher education: Insights from a European project
In the past decades, and as a result of the internationalisation processes experienced by higher education across the world, English-medium education (EME) has gained momentum in universities where well-established national and/or local languages had traditionally been the means of instruction. While this phenomenon is growing at a fast pace, professional support for the lecturers engaged is very often scarce and unsystematic. Against this backdr…
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose of this article is to argue for the need to reposition EMI teacher professional development (TPD) i…
A situated analysis of English-medium education in a private business university: Insights from the Road-Mapping framework
As English-medium education (EME) expands globally, this paper focuses on the need for a situated analysis of the contextual factors possibly influencing students' English language development at a private business university in Spain. Using the ROAD-MAPPING framework (Dafouz & Smit, 2016) as an analytical and theoretical model, the study highlights the sociolinguistic dynamics that can affect student English proficiency in such EME programmes. F…
Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: The case of UNA Europa
In an increasing context of internationalisation, the European Commission announced in 2019 the creation of the first seventeen ‘European Universities’ (EUnis), a Pan-European consortium of higher education institutions designed to promote European values, cooperation and identity. Against this backdrop, this paper aims to examine the ways in which these newly created EUnis construct their views of linguistic diversity and multilingualism. The re…
English‐Medium Instruction and English for Specific Purposes
This entry explores the evolving relationship between English‐medium instruction (EMI) and English for Specific Purposes (ESP) within higher education. While traditionally viewed as distinct EMI focusing on content delivery in English and ESP on language instruction tailored to specific academic or professional fields, their intersection is increasingly recognized through the shared goal of developing disciplinary literacies. The entry maps the b…
Unlocking the full potential of English-medium education: A longitudinal exploration of business students’ views of disciplinary literacies
This study investigated student perceptions of Disciplinary Literacies (DLs) in an English-medium education (EME) Business Studies programme at a Spanish university. It re-examined DLs through a bi/multilingual and internationalised lens, positioning them as a dynamic meeting ground for English for Specific Purposes (ESP) and EME professionals. The study had two aims: (i) to explore how prior EME experience shaped first-year students' perceptions…
Introduction to the special issue ‘Bi- and multilingual disciplinary literacies: Novel conceptualisations and empirical insights’
The Special Issue ‘Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights’ is an outcome of research collaborations in the COST Action CA21114 CLILNetLE. In this introduction, we position the framework of bi- and multilingual disciplinary literacies (BMDLs) and introduce the contributions to the Special Issue. We argue that BMDLs extend beyond just using an additional language to enact disciplinary literacie…
Empowering minds: The role of disciplinary literacies in English-medium internationalised universities
As higher education increasingly embraces internationalisation, the surge in demand for English as the medium of education (EME) poses significant challenges for stakeholders. This keynote places disciplinary literacies (DLs), defined as the ability to appropriately participate in the communicative practices of a discipline (Airey, 2011), centre stage as a crucial construct for effective teaching and learning within specific subjects. Despite the…
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
Second Language Learning and Teaching (18 works) · Sociology (14 works) · EFL/ESL Teaching and Learning (13 works) · Pedagogy (12 works) · Higher education (11 works) · Psychology (11 works) · Mathematics education (10 works) · Political science (9 works) · Discipline (8 works) · Linguistics (7 works)