[Key references highlighted in red are recommended reading]
Aguilar, M., & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 183-197.
Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibérica, 22, 35-54.
Airey, J., & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics, 27(3), 553-560.
Ball, P., & Lindsay, D. (2013). Language demands and support for English-medium instruction in tertiary education. Learning from a specific context. In A. Doiz & D. Lasagabaster (Eds), English-medium instruction at universities: Global challenges (pp. 44-66). Bristol and New York, NY: Multilingual Matters.
Beckett, G., & Li, F. (2012). Content-based English education in China: Students’ experiences and perspectives. Journal of Contemporary Issues in Education, 7(1), 47-63.
Breeze, R., & Miller, P. (2008). Predictive validity of the IELTS Listening Test as an indicator of student coping ability in Spain. IELTS Research Reports, 12, 1-34.
Breeze, R., & Miller, P. (2012). Predictive validity of the IELTS Listening Test as an indicator of undergraduate student coping ability in Spain. In L. Taylor & C. Weir (Eds.), IELTS collected papers 2: Research in reading and listening assessment (pp. 1-34). Cambridge: Cambridge University Press.
Brown, H. G. (2014). Contextual factors driving the growth of undergraduate English-medium instruction programmes at universities in Japan. The Asian Journal of Applied Linguistics, 1(1), 50-63.
Brown, H. (2018). Getting started with English-medium instruction in Japan: Key factors in program planning and implementation (vol.2). (Unpublished doctoral dissertation). Birmingham: University of Birmingham.
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431-449.
Chapple, J. (2015). Teaching in English is not necessarily the teaching of English. International Education Studies, 8(3), 1-13.
Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19.
Doiz, A., & Lasagabaster, D. (Eds). (2013). English-medium instruction at universities: Global challenges. Bristol and New York, NY: Multilingual Matters.
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2012). Future challenges for English-medium instruction at the tertiary level. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 213-221). Bristol: Multilingual Matters.
Forbes-Mewett, H. & Nyland, C. (2012). Funding international student support services: Tension and power in the university. Higher Education, 65(2), 181-192.
Galloway, N., Kriukow, J., & Numajiri, T. (2017). Internationalisation, higher education and the growing demand for English: an investigation into the English medium of instruction (EMI) movement in China and Japan. British Council ELT Research Papers, Retrieved from https://englishagenda.britishcouncil.org/research-publications/research-papers/internationalisation-higher-education-and-growing-demand-english-investigation-english-medium
Galloway, N., Numajiri, T., & Rees, N. (in press). The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia. Higher Education.
Hellekjaer, G. O. (2010). Lecture comprehension in English-medium higher education. Hermes, 45(45), 11–34.
Hu, G. (2009). The craze for English-medium education in China: Driving forces and looming consequences. English Today, 25(4), 47.
Hu, G., & Lei, J. (2014). English-medium instruction in Chinese higher education: A case study. Higher Education, 67(5), 551-567.
Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality. Language Policy, 13(1), 21-40.
Jensen, C., & Thøgersen, J. (2011). Danish University lecturers' attitudes towards English as the medium of instruction. Ibérica, 22, 13-34.
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99-126.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.
MEXT. (2016). Heisei 27 nendo eigo kyouiku jisshi joukyou tyousa no kekka nituite [Regarding the results of the 2015 survey of English education]. Retrieved from http://www.mext.go.jp/a_menu/kokusai/gaikokugo/1369258.htm
Narita, H. (2013). Nihonjinn ni fusawasii Eigoka Kyoikuho: Monka gyōsei ni furimawasarezu seito ni sekinin o motou. [English education suitable for Japanese: Take responsibility for students without being swayed by MEXT policies]. Tokyo: Shohakusha.
Park, H. (2007). English medium instruction and content learning. English Language and Linguistics, 23, 257–274.
Pecorari, D., Shaw, P., Irvine, A., & Malmström, H. (2011). English for academic purposes at Swedish universities: Teachers’ objectives and practices. Inglés con Fines Académicos en las Universidades Suecas: Objetivos y Prácticas de los Profesores, 22, 55-78.
Rose, H., & Galloway, N (2019). Global Englishes and English Medium Instruction. In Global Englishes for language teaching (pp. 193-222). Cambridge: Cambridge University Press.
Saito, M. (2013). Monkashou gurobaru jinzai ikusei jigyou e no gimon: Eigo de kougi suru to ushinawareru mono [Concerns about the MEXT global jinzai mandate: What will be lost by teaching in English?]. Chuuou Kouron, 128(2), 58-63.
Suzuki, S., Harada, T., Eguchi, M., Kudo, S., & Moriya, R. (2017). Investigating the relationship between students’ attitudes toward English-medium instruction and L2 speaking. Eigo Eibungaku Soushi [Essays on English Language and Literature], 46, 1-20.
Taguchi, N., & Naganuma, N. (2006). Transition from learning English to learning in English: Students perceived adjustment difficulties in an English-medium university in Japan. The Asian EFL Journal, 8(4), 52-73.
Tange, H. (2012). Organising language at the international university: Three principles of linguistic organisation. Journal of Multilingual and Multicultural Development, 33(3), 287-300.
Tatzl, D. (2011). English-medium masters’ programmes at an Austrian University of Applied Sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10(4), 252-270.
Terashima, T. (2009). Eigo kyouiku ga horobiru toki: Eigo de jugyō no ideorogi [The time when English education perishes: Ideology of conducting English classes in English]. Tokyo: Akashi Shoten.
Tsuneyoshi, R. (2005). Internationalization strategies in Japan: The dilemmas and possibilities of study abroad programs using English. Journal of Research in International Education, 4, 65-86.
Wächter, B., & Maiworm, F. (2014). English-taught programmes in European higher education: The state of play in 2014. ACA Papers on International Cooperation in Education. Bonn: Lemmens.
Webb, V. (2002). English as a second language in South Africa's tertiary institutions: A case study at the University of Pretoria. World Englishes, 21(1), 49-61.
Wong, R. M. H. (2010). The effectiveness of using English as the sole medium of instruction in English classes: Student responses and improved English proficiency. Porta Linguarum, 13(13), 119-130.