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Type: Journals

ISSN: 10284435
Publisher: University of Hong Kong
Country: Hong Kong
Language: English
Keywords: Chinese first language background learners, classroom research, educational research, English as a foreign language, English as a second language, language planning, theoretical linguistics
Start year: 1996

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The China English Language Education Association (CELEA) is a professional organization under the aegis of the China Foreign Language Education Association. The aims of the Association are as follows:

  • To unite the academics engaged in English teaching and research at colleges and universities in China;
  • To promote academic research in the field of applied linguistics and the improvement of English language teaching in China; and
  • To promote academic exchanges in China and exchanges with international academic organizations.
  • Dates: 6-7 July 2018
  • Location: University of Reading, UK
  • Theme: Bi/Multilingualism and the History of Language Learning and Teaching
  • Call for Papers: 23 Feb 2018
  • Further Information: Click here

ELTA (English Language Teachers Association of Albania) is an association which has been active in Albania since 2002. It was founded by a group of dedicated English teachers who saw the need for greater cooperation, integration, and professionalism in the field of English language teaching. ELTA works to foster collaboration and cooperation among teachers of the country and of the region and also providing teachers with opportunities for growth; the professional development of teachers will in turn raise educational standards and improve student performance in schools. ELTA has been active throughout Albania and has established links with counterparts in neighboring countries.


  • Dates: 7 November 2020 & 14 November 2020
  • Location: Online
  • Theme: Language Teaching in 2020 – Tackling Racial Inequality
  • Call for Papers Deadline: 15 September 2020
  • Further Information: Click here
  • Dates: 14-17 June 2021
  • Location: Online
  • Theme: Assessment in Multilingual Contexts – Models, Practices, Policies, & Challenges
  • Further Information: Click here

Rubistar is a free tool that allows teachers to design different kinds of scoring rubrics for a variety of project-based learning assignments (e.g., interviews, writing assignments, digital storytelling, role-plays, etc.). Link:

  • Dates: September 22-23, 2017
  • Location: Teachers College, Columbia University, New York City, New York, USA
  • Call for Papers: May 31, 2017
  • Further Information: Click here
The Deutsche Gesellschaft für Fremdsprachenforschung [German Society for Foreign Language Research] seeks to bring together researchers who are active in one or more of the following fields (1) teaching and learning of foreign languages; (2) acquisition and use of second languages; (3) multilingualism; and (4) intercultural learning. The mission of the Deutsche Gesellschaft für Fremdsprachenforschung is to (1) support research related to foreign languages; (2) promote developments in second and foreign language learning and teaching in universities, schools and other institutions of learning; (3) provide support to up-and-coming young academics in foreign language-related research; and (4) safeguard institutional conditions for foreign language-related research, language teaching and the education of foreign language teachers at universities and other institutions in tertiary education.
LINCS is a national dissemination and professional development system, providing information on literacy research, practice, and resources.
  • Dates: 29 March 2019
  • Location: University of London, UK
  • Theme: Exploring the relationship between language assessment and second language acquisition (SLA) research
  • Call for Papers: 16 November 2018
  • Further Information: Click here
The Meridian International Center promotes global leadership through the exchange of ideas, people, and culture. Their mission is to create innovative exchange, education, cultural, and policy programs that advance three goals: (1) Strengthen US engagement with the world through the power of exchange; (2) Prepare public and private sector leaders for a complex global future; and (3) Provide a neutral forum for international collaboration across sectors.

Founded in 1986, BRAZ-TESOL is Brazil’s largest association of teachers of English to speakers of other languages. A not-for-profit organization with a membership of over 2,000 professionals, BRAZ-TESOL is an affiliate of TESOL International (US), IATEFL (UK) and a member of Southern Cone TESOL (Argentina, Chile, Uruguay and Paraguay).

  • Dates: June 17-19, 2019
  • Location: University of Jyväskylä, Finland
  • Theme: Usage-based perspectives on second language learning
  • Call for Papers: 5 November 2018
  • Further Information: Click here
Type: Journals

ISSN: 0172-8865
e-ISSN: 1569-9730
Publisher: John Benjamins
Country: The Netherlands
Language: English
Keywords: dialectology and sociolinguistics of the English-speaking communities (native and second-language speakers); sociolinguistics; creolistics; language planning; multilingualism; modern historical sociolinguistics

Start year: 1980


New Ways to Support EMI Teachers, Students, and Schools

English-Medium Instruction (EMI) is the use of the English language to teach academic subjects in settings where English is not the most common language of education. Over the past two decades, the number of schools with EMI curricula has expanded dramatically because English is now essential for success in a variety of arenas, including politics, economics, technology, science, medicine, and media.

Context: EMI is experiencing growth in public sectors globally and is no longer limited to students at elite private academies and universities. However, research shows that issues persist in effectively implementing EMI in schools across all levels due to the complex nature of studying academic curriculum in a second or third language.

What the Research Says: A growing number of EMI programs encourage teachers to take advantage of students’ first language (L1) to deliver new skills and content in English. In this way, two languages are used to process content and support students in becoming fully bilingual and academically successful.

Why it Matters: English is already the leading language of technology and medicine and is the business lingua franca. Young people are required to obtain a level of English proficiency not needed for previous generations. EMI can be foundational in the development of English language skills across the many disciplines required in modern education. Students with greater English proficiency have more university choices and greater career flexibility.

What’s Next: Globalization and EMI are interlinked: International students continue to look for programs providing EMI while English-medium institutions seek these students as a source of income and prestige. EMI will also continue to expand in primary and secondary sectors, in both private and public contexts. Research shows that students who begin an EMI program early in their education are often more successful throughout their learning in English-medium schools.

Read the Report:  In this recent report from TIRF and National Geographic Learning, author Tracey Gibbins sets the backdrop of EMI in today’s educational arena and shares where this approach to language education is heading. This paper is available in multiple languages. Use the following links to download the version of the paper you wish to read:

About the “TIRF Insights” Series: The “TIRF Insights” series profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.

Click here to download the English version of TIRF Insights: English-Medium Instruction.

Calls to Action: Here is a set of discussion questions that will help you and your team take next steps toward adopting, implementing, and/or furthering EMI at your institution:

  1. What are some of the challenges learners face in EMI classrooms? Is there a discrepancy in English language proficiency levels among students in classrooms in our community? Are the materials used with our students suitable for all levels of English proficiency?
  2. Which cultural backgrounds are reflected in our school or community’s student body? How does this cultural mix play a role in our school or community’s EMI approach? How do we currently include and support all students? What more can we do?
  3. How can educators support one another during EMI adoption? Which teachers feel challenged, and by which issues? How can administrators support these differing needs?
  4. We know there is often a performance gap in EMI classes between students with lower levels of English proficiency and those with greater proficiency. How can educators support both types of students to decrease the gap and provide appropriate academic instruction?
  5. Are there additional equity and inclusion issues present in the classroom? How can these be identified and addressed?