Aguilar, M. & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1–18. Retrieved from: https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12006 [May 21, 2018].
Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibérica, 22, 35–54. Retrieved from: http://www.redalyc.org/pdf/2870/287023888003.pdf [May 21, 2018].
Chapple, J. (2015). Teaching in English is not necessarily the teaching of English. International Education Studies, 8(3), 1-13. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1060798.pdf [May 21, 2018].
Costa, F. (2012). Focus on Form in ICLHE Lectures. Evidence from English-medium Science lectures by Native Speakers of Italian. AILA Review, 25.
Dimova, S. & Kling, J. (2018 forthcoming). Assessing EMI lecturer language proficiency across disciplines. TESOL Quarterly, 52. Gierlinger, E. (2015). ‘You can speak German, sir’: on the complexity of teachers’ L1 use in CLIL. Language and Education, 29(4), 347-368.
Kirkpatrick, A. (2011). English as an Asian Lingua Franca and the Multilingual Model of ELT. Language Teaching, 44(2), 212-224. Retrieved from: https://research-repository.griffith.edu.au/bitstream/handle/10072/42297/73943_1.pdf [May 21, 2018].
Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. Retrieved from: https://hub.hku.hk/bitstream/10722/214647/1/Content.pdf [May 21, 2018].
Lo, Y. Y. & Macaro, E. (2015). Getting used to content and language integrated learning: what can classroom interaction reveal? The Language Learning Journal, 43(3), 239–255.
Lo, Y. Y. (2015). L2 learning opportunities in different academic subjects in content-based instruction – evidence in favour of “conventional wisdom. Language and Education 28(2), 141–160.
McKinley, J. (2018). Making the EFL to ELF transition in English-medium instruction at a global traction university. In Bradford, A. & Brown, H. (eds.), English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes (pp. xvii—xiii). Bristol: Multilingual Matters. Retrieved from: https://www.researchgate.net/profile/Jim_Mckinley/publication/322404199_Making_the_EFL_to_ELF_transition_in_English-Medium_Instruction_at_a_Global_Traction_University/links/5a57a321a6fdccf0ad199150/Making-the-EFL-to-ELF-transition-in-English-Medium-Instruction-at-a-Global-Traction-University.pdf [May 21, 2018].
Rogier, D. (2012). The Effects of English-Medium Instruction on Language Proficiency of Students Enrolled in Higher Education in the UAE. ProQuest Dissertations Publishing. Retrieved from: https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf?sequence=2&isAllowed=y [May 21, 2018].
Shohamy, E. (2012). A critical perspective on the use of English as a medium of instruction at Universities. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 196–213). London: Longman.