Diane Pecorari

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• Professor at University of Leeds

Av både pedagogiska skäl och för forskningsändamål är testning och utvärdering av språkfärdighet ett viktigt område inom språkdidaktik. Ordkunskap är en central dimension av språkfärdighet eftersom den ligger till grund för samtliga fyra färdigheter: läsa, skriva, tala och lyssna. I akademiska sammanhang är det särskilt viktigt att ha ett akademisk...

In this talk, Prof. Diane Pecorari and Prof. Hans Malmström will explore the origins of teacher collaboration between subject teachers and language teachers specializing in ESP or EAP and review recent examples, specific to English-Medium Instruction (EMI) at institutional, departmental, and individual levels. Diane and Hans are Co-Editors in Chie...

The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: master's level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G),...

The Department of Communication and Learning in Science, Chalmers University of Technology, carries out regular updates on the languages used for teaching and scholarly publication in Sweden (with a focus on the use of English and Swedish). The content of this report is based on statistics from the Swedish Council for Higher Education (UHR) and Swe...

Institutionen för vetenskapens kommunikation och lärande vid Chalmers tekniska högskola gör regelbundet en uppföljning av språkanvändningen för undervisning och publicering i Sverige (med fokus på användningen av svenska och engelska). Rapportinnehållet baseras på statistik från Universitets-och högskolerådet (UHR) data och SwePub, en del av Libris...

We're delighted to say that Volume 3, Issue 2, 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 te...

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...

The Journal of English-Medium Instruction (JEMI) announces a call for a 2026 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 in...

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 sophistica- tion. Learning to write them is rarely easy, but writers who are working through a second language face an additional...

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...

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 i...

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...

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 impleme...

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 m...

This workshops examines the characteristics which can help researchers distinguish a predatory conference from a legitmate one.

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 La...

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 s...

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...

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 pl...

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...

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...

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...

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 de...

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, academ...

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.

The integration of content and language (ICL) takes place in a number of different forms, and is referred to by a number of different terms. This chapter examines English medium instruction (EMI) by situating it among other forms of ICL. It begins with a portraits of three common forms of ICL: immersion, content and language integrated learning, an...

https://authors.elsevier.com/a/1YsC-5FQORU8cM 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...

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 appr...

Researchers and teachers frequently distinguish between English as a foreign language and English as a second language. Although this distinction usefully highlights some of the differences in the settings in which English, like other languages, is learned, it fails to capture many of the complexities of language learning. Writing is used here as a...

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 som...

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 relatio...

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 att...

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 an...

TESOL Quarterly announces a call for abstracts for the 2018 special-topic issue on TESOL and English Medium Instruction (EMI). This issue of TESOL Quarterly will explore how TESOL research, and the work of TESOL practitioners, can inform the growing phenomenon of EMI. Specific topics include (but are not limited to): • language-learning outcomes in...

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 rese...

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 exp...

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 univers...

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 Coxh...

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 Coxh...

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....

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 language...

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....

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 c...

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...

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 c...

In many European universities, English is today used as a medium of instruction. One of the reasons is that it is believed that using English as a medium of instruction (EMI) can develop students’ subject-specific knowledge of English. This knowledge is seen as an asset in the workplace and often presented as providing a competitive advantage suppo...

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 c...

In many university contexts around the world, students’ mastery of English academic vocabulary is considered necessary if they are to be properly socialized into academic discourse, and therefore succeed in their academic endeavors. This study is part of the PROFiLE-project (a project concerned with English Medium Instruction and the development of...

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...

In the globalised university environment, many university students are expected to learn 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...

Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then su...

Intertextuality is a pervasive feature of all discourse, but norms and conventions vary widely across domains. Academic conventions can cause difficulties for those who have been exposed to, or move on to, domains with other practices. Academic conventions are well documented; here we examine those of business writing. We created a corpus of chairm...

Intertextuality is a pervasive feature of all discourse, but norms and conventions vary widely across domains. Academic conventions can cause difficulties for those who have been exposed to, or move on to, domains with other practices. Academic conventions are well documented; here we examine those of business writing. We created a corpus of chairm...

Plagiarism can be defined broadly as an illegitimate and deceptive intertextual relationship.

Resultatdialog 2012, Vetenskaprådet, Stockholm, Sweden

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 te...

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...

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...

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 respo...

In a parallel language environment it is important that teaching takes account of both the languages students are expected to work in. Lectures in the mother tongue need to offer access to textbooks in English and encouragement to read. This paper describes a preliminary study for an investigation of the extent to which they actually do so. A corpu...

Repetition in language use has been approached from several rather diverse angles, including prefabricated 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...