Aintzane Doiz Bienzobas-rekin lankidetzan egindako argitalpenak (36)

2023

  1. An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

    Education Sciences, Vol. 13, Núm. 1

  2. Analysing Classroom Discourse and the Role of Productive Thinking in Teacher–Student Exchanges

    Input in English-Medium Instruction (Taylor and Francis), pp. 13-25

  3. Classroom interaction in English-medium instruction: are there differences between disciplines?

    Language, Culture and Curriculum, Vol. 36, Núm. 3, pp. 310-326

2022

  1. Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective

    System, Vol. 105

2021

  1. An analysis of the use of cognitive discourse functions in English-medium history teaching at university

    English for Specific Purposes, Vol. 62, pp. 58-69

  2. Analysing EMI teachers' and students' talk about language and language use

    Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice (Taylor and Francis), pp. 34-55

  3. Introduction: Foregrounding language issues in english-medium instruction courses

    Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice

  4. Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice

    Taylor and Francis, pp. 1-221

2020

  1. Dealing with language issues in English-medium instruction at university: a comprehensive approach

    International journal of bilingual education and bilingualism, Vol. 23, Núm. 3, pp. 257-262

  2. Epilogue: Multilingualism in Northern European universities-Reflections from the south

    Language Perceptions and Practices in Multilingual Universities (Springer International Publishing), pp. 379-394

2019

  1. The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices

    Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), Núm. 38, pp. 151-176

2018

  1. Language Errors in an English-Medium Instruction University Setting: How do Language versus Content Teachers Tackle them?

    Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, Núm. 30, pp. 131-148

  2. Teachers’ and Students’ Second Language Motivational Self System in English-Medium Instruction: A Qualitative Approach

    TESOL Quarterly, Vol. 52, Núm. 3, pp. 657-679

  3. Undergraduates 'beliefs about the rafe of language and team teaching in EMI courses al university

    Rassegna Italiana di Linguistica Applicata, Vol. 50, Núm. 2, pp. 111-127

2017

  1. A Longitudinal Study on the Impact of CLIL on Affective Factors

    Applied Linguistics, Vol. 38, Núm. 5, pp. 688-712

  2. Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?

    Language and Education, Vol. 31, Núm. 2, pp. 93-109

  3. Teachers' Beliefs about Translanguaging Practices

    TRANSLANGUAGING IN HIGHER EDUCATION: BEYOND MONOLINGUAL IDEOLOGIES (MULTILINGUAL MATTERS LTD), pp. 157-176

2016

  1. CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences

    Language Awareness, Vol. 25, Núm. 1-2, pp. 110-126

  2. Teachers' beliefs about translanguaging practices

    Translanguaging in Higher Education: Beyond Monolingual Ideologies (Multilingual Matters Ltd), pp. 157-176

2014

  1. CLIL and motivation: The effect of individual and contextual variables

    Language Learning Journal, Vol. 42, Núm. 2, pp. 209-224