Robert Wilkinson, Maastricht University (Netherlands), has investigated and written widely about multilingual and English-medium instruction since the 1980s.Mary Louise Walsh, Universitat Autònoma de Barcelona & IESE Business School (Spain), researches material design and language and content gains.

• Contents: Cecilia Jacobs: Mapping the terrains of ICLHE: A view from the south – François Grin: Foreign language skills, «linguistic work» and the economic theory of value – Slobodanka Dimová/Joyce Kling: Lecturers’ English proficiency and university language policies for quality assurance – Inmaculada Fortanet-Gómez: The implementation of a multilingual language policy in a time of economic restrictions – Frank van Splunder: A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders – Saeed Aburizaizah: Introducing content and language-integrated learning at a Saudi Arabian university – Margaret Franken: Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context – Magnus Gustafsson/Jessica Dagman/Jonas Fredriksson/Rasmus Rempling: Student and supervisor interpretation of generic criteria for specific engineering projects – Carrie Kilfoil/Bruce Horner: Beyond «English-only» in U.S. writing instruction: Fostering translingual dispositions in writing teacher education – Kris Van de Poel/Tobie van Dyk: Discipline-specific academic literacy and academic integration – Elisabeth Wielander: ICL in UK tertiary education: The case of German – Alysse Weinberg/Jérémie Séror/Hélene Knoerr/Sandra Burger: Lessons learned from implementing French immersion studies program at the University of Ottawa – Anton Ledergerber: Teaching business presentation skills - A heuristic case study – William Sherlaw/Kasia Czabanowska/Mark Thompson: English for public health teaching within the context of internationalisation in France – Dietmar Tatzl: Support measures for content teaching embedded in a tertiary English-medium degree programme.

Robert Wilkinson, Maastricht University (Netherlands), has investigated and written widely about multilingual and English-medium instruction since the 1980s.Mary Louise Walsh, Universitat Autònoma de Barcelona & IESE Business School (Spain), researches material design and language and content gains.

• Contents: Cecilia Jacobs: Mapping the terrains of ICLHE: A view from the south – François Grin: Foreign language skills, «linguistic work» and the economic theory of value – Slobodanka Dimová/Joyce Kling: Lecturers’ English proficiency and university language policies for quality assurance – Inmaculada Fortanet-Gómez: The implementation of a multilingual language policy in a time of economic restrictions – Frank van Splunder: A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders – Saeed Aburizaizah: Introducing content and language-integrated learning at a Saudi Arabian university – Margaret Franken: Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context – Magnus Gustafsson/Jessica Dagman/Jonas Fredriksson/Rasmus Rempling: Student and supervisor interpretation of generic criteria for specific engineering projects – Carrie Kilfoil/Bruce Horner: Beyond «English-only» in U.S. writing instruction: Fostering translingual dispositions in writing teacher education – Kris Van de Poel/Tobie van Dyk: Discipline-specific academic literacy and academic integration – Elisabeth Wielander: ICL in UK tertiary education: The case of German – Alysse Weinberg/Jérémie Séror/Hélene Knoerr/Sandra Burger: Lessons learned from implementing French immersion studies program at the University of Ottawa – Anton Ledergerber: Teaching business presentation skills - A heuristic case study – William Sherlaw/Kasia Czabanowska/Mark Thompson: English for public health teaching within the context of internationalisation in France – Dietmar Tatzl: Support measures for content teaching embedded in a tertiary English-medium degree programme.

Robert Wilkinson, Maastricht University (Netherlands), has investigated and written widely about multilingual and English-medium instruction since the 1980s.Mary Louise Walsh, Universitat Autònoma de Barcelona & IESE Business School (Spain), researches material design and language and content gains.

• Contents: Cecilia Jacobs: Mapping the terrains of ICLHE: A view from the south – François Grin: Foreign language skills, «linguistic work» and the economic theory of value – Slobodanka Dimová/Joyce Kling: Lecturers’ English proficiency and university language policies for quality assurance – Inmaculada Fortanet-Gómez: The implementation of a multilingual language policy in a time of economic restrictions – Frank van Splunder: A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders – Saeed Aburizaizah: Introducing content and language-integrated learning at a Saudi Arabian university – Margaret Franken: Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context – Magnus Gustafsson/Jessica Dagman/Jonas Fredriksson/Rasmus Rempling: Student and supervisor interpretation of generic criteria for specific engineering projects – Carrie Kilfoil/Bruce Horner: Beyond «English-only» in U.S. writing instruction: Fostering translingual dispositions in writing teacher education – Kris Van de Poel/Tobie van Dyk: Discipline-specific academic literacy and academic integration – Elisabeth Wielander: ICL in UK tertiary education: The case of German – Alysse Weinberg/Jérémie Séror/Hélene Knoerr/Sandra Burger: Lessons learned from implementing French immersion studies program at the University of Ottawa – Anton Ledergerber: Teaching business presentation skills - A heuristic case study – William Sherlaw/Kasia Czabanowska/Mark Thompson: English for public health teaching within the context of internationalisation in France – Dietmar Tatzl: Support measures for content teaching embedded in a tertiary English-medium degree programme.