本研究旨在構建大學雙語教育政策之指標系統。第一階段通過文獻分析建構指標系統的雛型，進而邀請5 位參與雙語教育政策實施和EMI 課程的專家學者對指標系統的內容效度進行審核。指標系統修正後，編製模糊德懷術問卷，邀請15 位來自雙語政策專責單位、參與雙語政策執行的專家學者及EMI 教師和語言教師所組成的專家小組，對指標的重要性進行評估。待模糊德懷術問卷回收及分析後，編製層級分析法問卷並寄送給前一階段的相同專家小組進行問卷調查。模糊層級分析法(FAHP)兩兩比較的權重分析反應層級結構中要素的相對重要性。研究結果有三個重點。首先，當前國際高等教育雙語教育的趨勢是全球在地化、數位科技化及教學英語化。其次，建構了由5 個層面、14 個向度與42 個細項指標所組成的三層級指標系統。第三，在指標系統的五個層面中，「課程教學」的相對權重最高，而「教師人力」、「數位資源」、「教師教學」、「學習動機」、「社會責任」等向度最重要。就整體權重而言，「上課使用英語教學比例」、「EMI 授課教師人數」及「每週英語自學研讀時數」為最重要的前三大細項指標。

This study aimed to know the trend of the bilingual education in the world and construct an indicator system for higher education bilingual policy. The framework of the indicator system was developed through document analysis at first stage. Then, three questionnaire surveys were conducted. In the first questionnaire, 5 experts in implementing bilingual education policy and EMI courses were invited to evaluate the content validity of the indicator system. Based on the revised indicator system, a fuzzy Delphi questionnaire was created and sent to an expert panel consisting of 15 experts from dedicated offices for promoting bilingual education policy, EMI teachers and language teachers for evaluating the importance of the indicators. After fuzzy Delphi questionnaires were collected and analyzed, an AHP questionnaire was developed and sent to the same expert panel in the previous stage for collecting data. The paired Fuzzy Analytic Hierarchy Process (FAHP) comparisons in priority weights were applied to reflect the relative importance of elements in the hierarchy. There are three important findings in this study. First, the current trend of bilingual education in international higher education is glocalization, digitalization and EMI. Second, the three-level indicator system consisting of five dimensions, 14 constructs and 42 indicators is constructed. Third, among the five dimensions in the indicator system, the relative weight of the dimension “Curriculum and Instruction” is the highest, while “Teacher Manpower”, “Digital Resources”, “Teacher’s Instruction”, “Learning Motivation”, and “Social Responsibility” are the most important constructs. In terms of global weight, the top three indicators are “the proportion of English used during instruction”, “the number of EMI teachers” and “weekly self-study hours”.

中文文獻
大學法 (第4條第1項)(民國108年12月11日)修正公佈。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=h0030001
于向東、譚志詞（2005）。越南：革命進程中日漸崛起。城市大學。
內政部 (2018)。全國國土計畫。取自https://www.cpami.gov.tw/filesys/file/ rp6/rp1070430_3.pdf
王文科 (2006）。課程與教學論（第 6 版）。五南。
王俐淳 (2019)。培養國際移動力人才的一環－全英語授課之配套措施。臺灣教育評論月刊，8 (6)，63-66。
王俞蓓、林子斌 (2021)。雙語教育的推行模式: 從新加坡、加拿大的經驗反思臺灣雙語政策。中等教育，72 (1)，18-31。
行政院 (2018)。2030 雙語國家政策發展藍圖。臺北市：行政院國家發展委員會。
朱景鵬 (2021)。歐盟語言政策與其成員國文官體系結構跨國比較分析。國家菁英季刊，14 (1)，19-50。
李子建、尹弘飈 (2005)。反思課程與教學的關係：從理論到實踐。全球教育展望，34 (1)，50–55。
李台元 (2021年9月21日)。各國的語文教育的新趨勢。國家教育研究院。https://www.naer.edu.tw/PageDoc/Detail?id=3160&fid=125
李郁緻 (2021)。澳洲國際教育政策發展: 亞洲識讀能力與海外學生教育服務。臺灣教育，726， 41-50。
李憲榮 (2002)。加拿大的英法雙語政策。前衛。
沈芷嫣、謝傳崇 (2022)。雙語教育研究的發展：文獻計量的回顧分析。學校行政，139，55-71。https://doi.org/10.6423/HHHC.202205_(139).0003
吳明隆 (2014)。論文寫作與量化研究 (更新四版)。五南。
吳英成 (2010)。新加坡雙語教育政策的沿革與新機遇。台灣語文研究，5 (2)，63-80。
吳清山（1991）。學校效能研究。五南。
吳國誠、劉述懿（2021）。雙語教育：在地文化觀點與全球視野。教育研究與實踐學刊，68 (1)，iii-vi。https://doi.org/10.6701/JEPR.202106_68(1).0001
何萬順 (2010)。論台灣華語的在地化。澳門語言學刊，35 (1)，19-29。
何瑞珠、黃善國、姜培芝、岑國榮 (2017)。從 PISA 剖析香港青少年對升讀高等教育的期望。教育學報，45 (1)，47-69。
周珮儀、王雅婷、吳舒婷 (2019)。國民中學英語教科書全球素養概念內容分析－以 PISA 2018 全球素養評量認知測驗內容領域為參照架構。教科書研究。12 (1)，1-38。
林子斌（2020）。臺灣雙語教育的未來：本土模式之建構。臺灣教育評論月刊，9 (10)，8-13。
林子斌、黃家凱（2020）。反思雙語教育：從新加坡的雙語經驗看臺灣的政策與作法。臺灣教育，721，1-12。
林秋芬、余珮蓉 (2018)。大學社會責任的實踐與推廣。新臺北護理期刊，20 (2) ，1-7。
林淑惠、黃韞臻 (2009)。大專院校學生英語學習現況與學習環境之分析。臺中教育大學學報: 教育類，23 (1)，153-173。doi:10.7037/JNTUE.200906.0153
林湘霖、王貞淑 (2015)。結合模糊層級分析法與關聯法則建構數位學習系統活動流程評估準則。管理與系統，22 (1)，125-147。
林義勝 (2001)。服務與學習指導手冊。行政院青年指導委員會。
洪文綺 (2021)。參與大學社會責任計畫USR對學生專業課程之學習成效研究。耕莘學報－校慶特刊，75-85。
洪幼齡、曾靜榕、吳俊憲 (2018)。核心素養教學活動設計的可行途徑—以國中英語領域為例。臺灣教育評論月刊，7 (6)，74-82。
孫家銘 (2022年4月8日)。高市加拿大簽約成雙語教育夥伴，推動高中雙聯學制及國際教育交流。Newtalk新聞https://newtalk.tw/news/view/2022-04-08/736556
高實玫（2020）。邁向國際化大學之英語政策。臺灣教育評論月刊，9 (9)，36-40。
郭昭佑 (2001)。教育評鑑指標建構方法探究。國教學報，13，251-278。
郭冠廷 (2013)。比利時的聯邦制度與族群政策。發展與前瞻學報，1，113-124。
翁福元（2020）。2025 澳洲國際教育的新取向。臺灣研究期刊，1 (1)，285-290。
翁福元（2022）。台灣學校實施2030國家雙語政策探析：雙語或雙語教育。臺灣教育，733，31-38。
國家語言發展法 (2019年1月9日)公佈施行。取自https://www.moc.gov.tw/content_275.Html
國家發展委員會 (2022年6月2日)。雙語政策與國家語言並重，給下一代更好的未來。https://www.ndc.gov.tw/nc_27_35859
國家發展委員會 (無日期) 。雙語資源網。2023年11月09日，取自https://bilingual.ndc.gov.tw/learnapp/about
國家發展委員會、教育部 (2020年8月)。前瞻基礎建設－人才培育促進就業建設：2030雙語國家政策(110至113年)。取自https://www.edu.tw/News_Content.aspx?n=D33B55D537402BAA&s=FB233D7EC45FFB37
國家發展委員會、教育部 (2022年7月25日)。前瞻基礎建設計畫－人才培育促進就業建設：2030 雙語政策(110至113年)計畫(第一次修正)。取自https://www.ey.gov.tw/achievement/12AE629A4E4F12A3
教育部 (2006年12月)。邁向頂尖大學計畫。取自https://depart.moe.edu.tw/ed2200/News_Content.aspx?n=90774906111B0527&sms=F0EAFEB716DE7FFA&s=C16E438502216D5F
教育部 (2017)。高等教育深耕計畫。取自https://sprout.moe.edu.tw/Sproutweb
教育部 (2018)。十二年國民基本教育英語文課程綱要。取自https://englishcenter.ntpc.edu.tw/uploads/15852923870063rmpvY6Y.pdf
教育部 (2020)。中小學國際教育白皮書2.0。取自https://ctep.nsysu.edu.tw/p/406-1136-245630,r11.php?Lang=zh-tw
教育部 (2021)。大專校院學生雙語化學習計畫。取自https://best.twaea.org.tw/webm/goodsimg/20210618125441.pdf
教育部 (2023)。大專校院學生雙語化學習計畫第二階段 (112-114學年度)。取自https://best.twaea.org.tw/webm/goodsimg/20230401062832.pdf
教育部（無日期）。教育部大學社會責任推動中心。2022年11月22日，取自https://usr.moe.gov.tw/exhibition
許家菁（2019）。從十二年國教英語領綱淺談雙語教育的可能性。臺灣教育評論月刊，8 (9)，76-81。
許祖嘉（2021）。2030雙語教育政策與技職教育環境的省思。臺灣教育評論月刊，10 (12)，1-5。
張原豪、許安、鍾佳蓁、陳玉枝 (2020)。以文獻分析法回顧適應體育領域融合與非融合式教育教學策略研究。臺東大學體育學報，33，1-16。
張煜權、吳吉祥 (2014) 。應用模糊德爾菲法評估海岸生態旅遊指標。農業工程學報，60 (2)，10-20。
張學謙 (2007)。比利時語言政策－領土原則與語言和平。臺灣國際研究季刊，4，135-156。
張學謙（2013）。新加坡語言地位規劃及其對家庭母語保存的影響。臺灣國際研究季刊， 9（1），1-32。
張維邦 (2006)。瑞士史 : 民主與族群政治的典範。三民。
張紹勳 (2012)。模糊多準則評估法及統計。五南。
陳玟樺（2022）。芬蘭2016課綱雙語教育政策評析。台灣教育研究期刊，3 (1)，293-312。
黃家凱（2021）。邁向2030雙語國家之路：政策社會學之觀點分析。中等教育，72 (1)，32-47。https://doi.org/10.6249/SE.202103_72(1).0003
黃富順 (2003)。終身學習的意義、起源、發展與實施，載於終身學習與教育改革，1-32。 師大書苑。
湯堯、鄭文文 (2023)。國際學生能力評量計畫PISA之外語評量架構與雙語政策評論與反思。載於方志華、葉興華 (編)，雙語教育的國際比較與政策省思 (頁105)。五南。
湯堯、黎士鳴 (2019)。大學生全球移動力培育策略之分析-以 GLOBAL 模式為基礎。臺灣教育評論月刊，8 (1) ，143-150。
葉若蘭、翁福元 (2021)。雙語教育推動的挑戰與配套措施建議。臺灣教育評論月刊，10 (12)，19-26。
鄒文莉、陳慧琴、高實玫、蔡美玲（2016）。以全球競合力養成為目標之大學英語教育：以國立成功大學為例。教育研究與發展期刊，12 (3)，107-130。
臺南市政府第二官方語言行動計畫 (2014年6月12日)訂定發布。https://www.rootlaw.com.tw/LawContent.aspx?LawID=B160240001004900-1040612
臺灣學術倫理教育資源中心 (無日期)。研究倫理的定義與內涵。2022年11月2日，取自https://ethics.moe.edu.tw/files/demo/demo_u01/index.html
鄭勝耀、王素菁（2022）。2030雙語政策下高等教育推動全英文授課的幾項反思。台灣教育研究期刊，3 (4)，327-344。
鄭滄濱 (2001)。軟體組織提昇人員能力之成熟度模糊評估模式〔未出版之碩士論文〕。國立台灣科技大學。
管倖生等(2007)。設計研究方法。全華圖書股份有限公司。
廖立文 (2002)。比利時語族文化共同體與行政自治區之演變與現況。載於施正鋒 (編)，各國語言政策學術研討會─多元文化與族群平等 (341-76頁)。前衛。
廖怡君 (2011)。台語運動的他山之石：專訪韓麗絲談威爾斯語復興經驗。新使者，125，33-36。https://doi.org/10.29949/TNM.201108.0009
廖柏森 (2006年3月21日)：全民英檢對於大專英語教學的影響。廖柏森英語與翻譯教學。取自https://blog.udn.com/trjason/211989
蔡芬芳 (2002)。比利時語言政策。前衛。
蔡振耀主持 (2008)。大學教育推廣至社區民眾之研究－透過節慶活動提昇仁德鄉居民英日語基本溝通能力之研究。(計畫編號： CN9715, 2008)。嘉南藥理科技大學通識教育中心。
楊文賢 (2021)。2030年實現雙語台灣：CLIL帶來的在地省思。財團法人黃昆輝教授教育基金會(編)，台灣的雙語教育：挑戰與對策 (177-193頁)。財團法人黃昆輝教授教育基金會。
楊雅妃、楊素綾（2021）。推動雙語教育於新課綱教育現場的意義與因應作為。臺灣教育評論月刊，10 (12)，27-31。
衛萬里、張文智 (2009)。應用模糊德爾菲與分析網路程序法選擇最佳產品設計方案之研究。設計學報，10 (3)，59-80。
鮑瑤鋒（2021）。臺灣雙語教育政策檢討。臺灣教育評論月刊，10 (12)，12-18。
鄧振源 (2005)。計畫評估、方法與應用。國立臺灣海洋大學運籌規劃與管理研究中心出版。
鍾政偉、黃婕雅 (2014)。應用模糊德爾菲法建構以城市行銷觀點發展節慶活動策略之研究。博物館學季刊，28 (4)。79-92。
鍾智林、羅美蘭 (2016)。臺灣高教運輸領域英語授課課程發展趨勢與個案研究。英語教學期刊，40 (3)，87-121。https://doi.org/10.6330/ETL.2016.40.3.04
謝臥龍 (編) (2004)。質性研究。心理。
蘇席瑤 (2018) 。台灣華語的在地化及標記化。台灣學誌，17，1-35。

英文文獻
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.
Ammon, U. (2015), Die Stellung der Deutschen Sprache in der Welt. The Position of the German Language in the World, De Gruyter, Berlin.
Amorim, J. P., Arenas, B., Burgos, D., Borcos, A., Carrasco, A., Carvalho, L., ... & Rodrigues, F. (2015). University social responsibility: A common European reference framework (Final Report of the EU USR Project, 52709 LLP 2012 1 RO ERASMUS ESIN). EU Lifelong Learning Programme. EU Lifelong Learning Programme. Retirado de http://www. eu-usr. eu/wp-content/uploads/2015/04 D, 1.
Andersson, T., & Boyer, M. (1970). Bilingual schooling in the United States. 1. Austin: Southwest Educational Development Laboratory.
Anderson, J., Kenner, C., & Gregory, E. (2008). The National Languages Strategy in the UK: are minority languages still on the margins. In C. Hélot & A. M. De Mejía (Eds.). Forging Multilingual Spaces: Integrated Perspectives on Majority and Minority Bilingual Education (pp.183-202). Clevedon: Multilingual Matters.
Archila, P. A., Danies, G., Truscott de Mejia, A. M., & Restrepo, S. (2022). Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian University. International Journal of Bilingual Education and Bilingualism, 25(7), 2682-2698.
Archila, P. A., & de Mejía, A. M. T. (2020). Bilingual teaching practices in university science courses: How do biology and microbiology students perceive them?. Journal of Language, Identity & Education, 19(3), 163-178.
Avvisati, F. (2020a), "Where did reading proficiency improve over time?", PISA in Focus, No. 103, OECD Publishing, Paris, https://doi.org/10.1787/e54d62dc-en.
Avvisati, F. (2020b). The measure of socio-economic status in PISA: a review and some suggested improvements. Large-scale Assessments in Education, 8(1), 1-37.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). New York: Multilingual matters.
Bassi, M., Steia, P., Delle Fave, A., & Caprara, G. V. (2007). Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth and Adolescence, 36(3), 301-312.
Basturkmen, H. (2014). Ideas and options in English for specific purposes. Routledge.
Beadle, S., Humburg, M., Smith, R., & Vale, P. (2015). Study on foreign language proficiency and employability. European Commission, Directorate-General for Employment, Social Affairs and Inclusion, Final Report.
Beardsmore, H. B. (Ed.). (1993). European models of bilingual education. Multilingual Matters.
Bertsch, A. (2013). The melting pot vs. the salad bowl: A call to explore regional cross-cultural differences and similarities within the USA. Journal of Organizational Culture, Communications and Conflict, 17(1), 131-148.
Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International journal of bilingual education and bilingualism, 21(6), 666-679.
Bokhorst-Heng, W. D. (2009). The language attitudes of bilingual youth in multilingual Singapore. Journal of Multilingual and Multicultural Development, 30(3), 235–251. https://doi.org/10.1080/01434630802510121
Bokhari, A. A. (2017). Universities’ social responsibility (USR) and sustainable development: A conceptual framework. SSRG International Journal of Economics and Management Studies (SSRG-IJEMS), 4(12), 8-16.
Bokova, I. (2015). Mother Language Day: Language Matters. Language Magazine, 14(7), 14.
Bonilla, C., Hughes, M. M., Tare, M., & Vatz, K. (2021). Self-Study in Language Learning: Relationships among Time, Activities, and Learning Outcomes. Foreign Language Annals, 54(2), 452–475.
Bonney, C. R., Cortina, K. S., Smith-Darden, J. P., & Fiori, K. L. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors?. Learning and Individual Differences, 18(1), 1-10.
Brinton, D. M., & Snow, M. A. (2017). The evolving architecture of content-based instruction. The content-based classroom: New perspectives on integrating language and content, 2-20.
Brisk, M. E. (2006). Bilingual education: From compensatory to quality schooling. Routledge.
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.
Brunfaut, T. & Harding, L. (2020). International language proficiency standards in the local context: Interpreting the CEFR in standard setting for exam reform in Luxembourg. Assessment in Education: Principles, Policy and Practice, 27 (2), pp. 215-231.
Buckley, J.J. (1985). Fuzzy Hierarchical Analysis. Fuzzy Sets and Systems, 17(3), 233-247.
Caldwell, W. (2007). Taking Spanish Outside the Box: A Model for Integrating Service Learning into Foreign Language Study. Foreign Language Annals, 40(3), 463–471. https://doi.org/10.1111/j.1944-9720.2007.tb02870.x
Camiciottoli, B. C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for business lectures in English. English for Specific Purposes, 29(4), 268-280.
Catalán, R. M. J., & De Zarobe, Y. R. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL instruction. Content and language integrated learning: Evidence from research in Europe, 41, 81.
CERI (2003). Schooling for Tomorrow –Networks of Innovation. OECD.
Chang, P. T. & Lee, E. S (1995). The Estimation of Normalizee Fuzzy Weights. Computers and Mathematics with Applications, 29(5), 21-42.
Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and arts), 8(4), 23-36.
Chang, P.C., Tsou, N.T., Yuan, B.J., & Huang, C. C. (2002). Development Trends in Taiwan's Opto-electronics Industry. Journal of Technovation, 22(3), 161-1733
Chapple, J. (2015). Teaching in English is not necessarily the teaching of English. International Education Studies, 8(3), 1-13.
Chen, C. L. (2009). A study of the construction of measurement indicators and the internationalized strategies for higher education in Taiwan. [Unpublished doctoral dissertation]. National Sun Yat Sen University.
Chen, Y.-L. E., & Kraklow, D. (2015). Taiwanese College Students’ Motivation and Engagement for English Learning in the Context of Internationalization at Home: A Comparison of Students in EMI and Non-EMI Programs. Journal of Studies in International Education, 19(1), 46–64. https://doi.org/10.1177/1028315314533607
Chin Leong, P. N. G. (2017). English-Medium Instruction in Japanese Universities: Policy Implementation and Constraints. Current Issues in Language Planning, 18(1), 57–67.
Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1-14. https://doi.org/10.1017/S026144480600320X
Cosgrove, J., & Cartwright, F. (2014). Changes in achievement on PISA: The case of Ireland and implications for international assessment practice. Large-scale assessments in education, 2(1), 1-17.
Council of Europe (2020), Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg, available at www.coe.int/lang-cefr.
Council of the European Union (2011, November 28-29). Council conclusions on language competences to enhance mobility. 3128th Education, Youth, Culture and Sport Council meeting, Brussels.
Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Crystal, D. (2003). English as a global language. Cambridge university press.
Cummins, J. (2013). Bilingual education and content and language integrated learning (CLIL): Research and its classroom implications. Rev. Padres Y Maest. J. Parents Teach, 349, 6–10.
Curdt-Christiansen, X. L., Gao, B., & Sun, B. (2021). How to kill two birds with one stone: EMI teachers’ needs in higher education in China. Applied Linguistics Review.
Curle, S., Ratkaine Jablonkai, R., Mittelmeier, J., Sahan , K., Veitch, A., & Galloway, N. (Eds.) (2020). English in higher education – English medium. Part 1: Literature review. In English in higher education – English medium British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/L020_English_HE_lit_review_FINAL.pdf
Dalkey, N. (1969). Analyses from a group opinion study. Futures, 1(6), 541-551.
D'ANGIULLI, A. M. E. D. E. O., Siegel, L. S., & Serra, E. (2001). The development of reading in English and Italian in bilingual children. Applied Psycholinguistics, 22(4), 479-507.
Dearden, J. (2015). English as a medium of instruction – A growing phenomenon. London, UK: British Council.
Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning. Glenview, IL: Scott, Foresman, and Co.
De Mejía, A. M. (2002). Power, prestige and bilingualism. In Power, Prestige and Bilingualism. Multilingual Matters.
Dendrinos, B. (2015). Is ‘multilingualism’ taking a back seat in the EU? Time for action. In Nuolijärvi & Stickel (Eds.), Language use in public administration (pp. 186-197). EFNIL.
Desforges, L., & Jones, R. (2004). Learning geography bilingually. Journal of Geography in Higher Education, 28(3), 411-424.
Dryer, M. S. & Haspelmath, M. (Eds.) (2013). The World Atlas of Language Structures Online. Leipzig: Max Planck Institute for Evolutionary Anthropology.
Dubois, D., & Prade, H. (1978). Operations on fuzzy numbers. International Journal of Systems Science, 9(6), 613-626.
Eberhard, D. M., Gary F. S., and Charles D. F. (Eds.). (2022). Ethnologue: Languages of the World. Twenty-fifth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.
ECSPM (n.d.). EU Languages and Language Policy. Retrieved August 10, 2022, from https://ecspm.org/eu-languages-language-policy-issues/
European Commission (2008). Multilingualism: An asset for Europe and a shared commitment. Communication of the European Commission, 1-15.
European Commission (2011). Language learning at pre-primary school level: making it efficient and sustainable－A policy handbook. European Commission.
European Education and Culture Executive Agency, Eurydice, (2019). Key data on teaching languages at school in Europe: 2017 edition, Education, Audiovisual and Culture Executive Agency. https://data.europa.eu/doi/10.2797/62028
European Higher Education Area and Bologna Process. (2016). Official website. Retrieved 22 August, 2022, from http://www.ehea.info/
European Parliament (n.d.). Language Policy. Retrieved from July 10, 2022 from https://www.europarl.europa.eu/factsheets/en/sheet/142/language-policy
Extra, G. (2013). Language Rich Europe. European Journal of Applied Linguistics, 1(1), 174-177.
Extra, G., & Yagmur, K. (2012). Part 1: Towards European Indicators of Language Policies and Practices. In G. Extra and K. Yağmur (Eds.), Language Rich Europe. Trends in policies and practices for multilingualism in Europe (pp. 13-27). London: British Council.
Extra, G., & Yağmur, K. (2013). Language-rich Europe: Key findings and discussion. European Journal of language Policy, 5, 116-127.
Faingold, E. D. (2020). Language rights and the law in the European Union. Springer Nature Switzerland.
Fishman, J. A. (1972). The relationship between micro- and macro-sociolinguistics in the study of who speaks what language to whom and when. In John B. Pride and Janet Holmes (eds) Sociolinguistics. Harmondsworth: Penguin, pp. 15-22.
Fishman, J. A. (1976). Bilingual Education: An international sociological perspective. Rowley: Newbury House.
Fishman, J. A. (1982). Sociolinguistic foundations of bilingual education. Bilingual Review, 9(1), 1-35.
Fitria, T. N. (2019). Business English as a part of teaching English for specific purposes (ESP) to economic students. Journal Education and Economics (JEE), 2(2).
Fon, Janice, Hung, Jui-mei, Huang, Yi-hsuan & Hsu, Hui-ju. (2011). Dialectal Variations on Syllable-Final Nasal Mergers in Taiwan Mandarin. Language and Linguistics, 12(2), 273-311.
García, O. (1998). Bilingual Education. In C. Florian (ed.), The Handbook of Sociolinguistics (pp.405-420). Oxford: Blackwell Publishers.
García, O. (2011). Bilingual education in the 21st century: A global perspective. John Wiley & Sons.
Genesee, F., Holobow, N., Lambert, W.E., Cleghorn, A., & Walling, R. (1985). The linguistic and academic development of English-speaking children in French schools: Grade 4 outcomes. Canadian Modem Language Review, 41, 669-685.
Genesee, F. & Jared, D. (2008). Literacy development in early French immersion programs. Canadian Psychology / Psychologie canadienne, 49(2), 140-147.
George, M. (2012). Autonomy and motivation in remedial mathematics. Primus, 22(4), 255-264.
Georgiou, I. S. (2012). Reviewing the puzzle of CLIL. ELT journal, 66(4), 495-504.
Graham, K. M., & Eslami, Z. R. (2019). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8-31.
Gregory H. K. (2019). English as a Medium of Teaching and Learning in a Resource-Poor Country: The Case of Malawi’s New Language Policy, Africa Education Review, 16(6), 37-52, DOI: 10.1080/18146627.2018.1464699
Gu, M. M., & Lee, J. C. (2019). “They lost internationalization in pursuit of internationalization”: Students’ language practices and identity construction in a cross-disciplinary EMI program in a university in China. Higher Education, 78(3), 389-405. doi: https://doi.org/10.1007/s10734-018-0342-2
Hahm, S., & Gazzola, M. (2022). The Value of Foreign Language Skills in the German Labor Market. Labour Economics, 76, 1-29.
Hakuta, K. (1990). Language and cognition in bilingual children. Bilingual education: Issues and strategies, 47-59.
Han, W. J. (2012). Bilingualism and Academic Achievement. Child Development, 83, 300–321. doi:10.1111/j.1467-8624. 2011.01686.x.
Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15, 245-260.
Henry, M., Lingard, B., Rizvi, F. & Taylor, S. (2001). The OECD, Globalization and Education Policy. Pergamon Press.
Hopfenbeck, T. N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J., & Baird, J. A. (2018). Lessons learned from PISA: A systematic review of peer-reviewed articles on the programme for international student assessment. Scandinavian Journal of Educational Research, 62(3), 333-353.
Hsi-yao, S. (2012). The Social Implications of Syllable-Final Nasal Mergers in Taiwan Mandarin: A Variation Study. Language and Linguistics, 13(4), 767-802.
Hunt, S. D. (2011). On the intersection of marketing history and marketing theory. Marketing Theory, 11(4), 483-489.
Hurajová, A. (2015). An overview of models of bilingual education. Mediterranean Journal of Social Sciences, 6(6 S1), 186-190.
Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge university press.
Hymes, D. (1974). Foundations of sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.
International Bureau of Education (n.d.). Bilingual Education. Retrieved August 16, 2022, From http://www.ibe.unesco.org/en/glossary-curriculum-terminology/b/bilingual-education
International Institute for Educational Planning (n.d.). Learning Portal: Indicator System. Retrieved August 2, 2022, from https://learningportal.iiep.unesco.org/en/glossary/Indicator-system.
Ishikawa, A., Amagasa, M., Shiga, T., Tomizawa, G., Tatsuta, R., & Mieno, H. (1993). The max-min Delphi method and fuzzy Delphi method via fuzzy integration. Fuzzy Sets and Systems, 55(3), 241-253.
Ismail, N. (2020. March, 11). IBM Watson improves ability to understand the language of business, Information Age. https://www.information-age.com/ibm-watson-improves-ability-to-understand-language-business-123488213/
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. Widdowson (Eds.) English in the World: Teaching and Learning the Language and Literaturesm (pp.11–30). Cambridge University Press.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
Kachru, B. B., Kachru, Y., & Nelson, C. L. (2006). The handbook of world Englishes. Blackwell Pub.
Karamerou, V. (2021). The status of English in the European Union after Brexit. Is there a way to fit English in the EU context?. European Politics and Society, 1-14.
Kardiansyah, M. Y., & Qodriani, L. U. (2018). ENGLISH EXTRACURRICULAR AND ITS ROLE TO IMPROVE STUDENTS’ENGLISH SPEAKING ABILITY. RETORIKA: Jurnal Ilmu Bahasa, 4(1), 60-69.
Keating, D. (2020, February 6). Despite Brexit, English Remains the EU’s Most Spoken language by far. Forbes. https://www.forbes.com/sites/davekeating/2020/02/06/despite-brexit-english-remains-the-eus-most-spoken-language-by-far/?sh=159098cb412f
Kilickaya, F. (2009). World Englishes, English as an International Language and Applied Linguistics. English Language Teaching, 2(3), 35-38.
Kirkpatrick, A. (2017). The languages of higher education in East and Southeast Asia: Will EMI lead to Englishisation?. In English medium instruction in higher education in Asia-Pacific (pp. 21-36). Springer.
Kirss, L., Säälik, Ü., Leijen, Ä., & Pedaste, M. (2021). School effectiveness in multilingual education: A review of success factors. Education Sciences, 11(5), 193.
Krashen, S. D. (1976). Formal and Informal Linguistic Environments in Language Acquisition and Language Learning. TESOL Quarterly, 10(2), 157-168.
Kym, I., & Kym, M. H. (2014). Students' perceptions of EMI in higher education in Korea. Journal of Asia TEFL, 11(2).
Langness, D. (2021, May 28). Melting Pot or Salad Bowl; Multi-culturalism in America. Bahai Teachings. ORG. https://bahaiteachings.org/melting-pot-salad-bowl-going-beyond-multi-culturalism-america/
Lasagabaster, D., & Doiz, A. (2016). CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional references. Language awareness, 25(1-2), 110-126.
Latomaa, S. & Nuolijärvi, P. (2002). The language situation in Finland. Current Issues in Language Planning, 3(2), 95-202.
Lazarsfeld, P. F. (1958). Evidence and inference in social research. Daedalus, 87(4), 99-130.
Lingard, B., & Grek, S. (2007). The OECD, indicators and PISA: An exploration of events and theoretical perspectives. ESRC/ESF Research Project on Fabricating Quality in Education Working paper, 2.
Linstone, H.A. and Turoff, M. (Eds.) (2002), The Delphi Method: Techniques and Applications, Addison-Wesley Publishing Company Inc, Reading, M.A.
Lopez, M. G., and A. Tashakkori (2004). Narrowing the Gap: Effects of a Two-way Bilingual Education Program on the Literacy Development of at-risk Primary Students. Journal of Education For Students Placed At Risk, 9, 325–336.
Luoch, T. O. (2014). The impact of remedial English on the improvement of English proficiency: The case of the United States international university-Africa. Procedia-Social and Behavioral Sciences, 152, 1178-1188.
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. doi:10.1017/S0261444817000350
Madrid, D. & Julius, S. M. (2017). Quality factors in bilingual education at the university level. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 28, 49-66.
Makarova, V., & Reva, A. (2017). Perceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts. Apples: Journal of Applied Language Studies, 11, 43-65.
Marconi, G., Cascales, C. C., Covacevich, C. & Halgreen, T. (2020). What matters for language learning? The questionnaire framework for the PISA 2025 Foreign Language Assessment. OECD Education Working Papers, No. 234, OECD Publishing, Paris. https://doi.org/10.1787/5e06e820-en.
Marinellie, S. (2005). Research club inspires future investigators. ASHA Leader, 10(6), 4–27.
Marsh, D., Pavón-Vázquez, V., & Frigols-Martín, M. J. (2013). The higher education languages landscape: Ensuring quality in English language degree programmes. Valencia, Spain: Valencian International University, 15-22.
Martin, M. & Sauvageot, C. (2011). Constructing an indicator system or scorecard for higher education: A practical guide. International Institute for Educational Planning. http://www.iiep.unesco.org/
May, S. (2017). Bilingual Education: What the Research Tells Us. In O. García, A. M. Y. Lin & S. May (Eds.), Bilingual and Multilingual Education (pp. 81-100). Springer International Publishing AG.
Mehisto, P., & Asser, H. (2007). Stakeholder perspectives: CLIL programme management in Estonia. International Journal of Bilingual Education and Bilingualism, 10(5), 683-701.
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: the value of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12-21.
Merriam-Webster (n.d.). Community service. Retrieved from https://www.merriam-webster.com/dictionary/community%20service?src=search-dict-box
Mesureur, G. (2012). Content-based instruction for all levels of EFL students. Keisen University Bulletin, 24, 71-80. Retrieved from https://keisen.repo.nii.ac.jp/?action=repository_uri&item_id=691&file_id=22&file_no=1
Miranda, N., Berdugo, M. & Tejada, H. (2016) Conflicting views on language policy and planning at a Colombian university. Current Issues in Language Planning, 17(3-4), 422-440, DOI: 10.1080/14664208.2016.1204052
Moed, H. F., & Halevi, G. (2015). Multidimensional assessment of scholarly research impact. Journal of the Association for Information Science and Technology, 66(10), 1988-2002.
Mohanty, A. K. & Perregaus, C. (1997). Basic processes and Human development: Vol. 2. Handbook of cross-cultural psychology. Allyn & Bacon.
Muguruza, B., Cenoz, J., & Gorter, D. (2020). Implementing translanguaging pedagogies in an English medium instruction course. International Journal of Multilingualism, 1-16.
Nelde, P. H. (1994). How to Avoid Language Conflict in Europe after 1994. Intercultural Communication Studies, 4(2), 1-16.
Nelde, P. H. (1997). Language Conflict, in Coulmas, F. (Ed.), The Handbook of Sociolinguistics (pp. 285-300). Blackwell.
Neriman, H. B. (2022). The Role of the European Union’s Language Policy in the Construction of European Identity. Online Journal Modelling the New Europe, 38, 32–52. https://doi.org/10.24193/OJMNE.2022.38.02
Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university: Language, pedagogy and policy issues. In English medium instruction in higher education in Asia-Pacific (pp. 37-52). Springer, Cham.
Nguyen, V. H., & Hamid, M. O. (2021). The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis. Journal of Multilingual and Multicultural and Development, 42(7), 650–662. https://doi.org/10.1080/01434632.2020.1715416
Nikula, T. (2016). CLIL: A European approach to bilingual education. Encyclopedia of Language and Education.
Nordquist, R. (2020, August 27). English as a Foreign Language (EFL). Retrieved from https://www.thoughtco.com/english-as-a-foreign-language-efl-1690597
Norrigård, M. & Nylund, A. (2022). Bilingual Legal Education in Finland. In N. E. Estrázulas (Ed.), Bilingual Study and Research－The Need and the Challenge (pp.125-129). Springer Nature Switzerland AG.
O'Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553-563.
OECD (2019a), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
OECD (2019b), Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris. https://www.oecd-ilibrary.org/docserver/f8d7880d-en.pdf?expires=1660560222&id=id&accname=guest&checksum=F0D3EC9C520B287819292AE6C85B5743
OECD (2020a), How Language Learning Opens Doors, OECD Publishing, Paris.
OECD (2020b), Back to the Future of Education: Four OECD Scenarios for Schooling, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/178ef527-en
OECD (2021a), PISA 2025 Foreign Language Assessment Framework, PISA, OECD Publishing, Paris.
OECD (2021b), Education at a Glance 2021: OECD Indicators, OECD Publishing, Paris. https://doi.org/10.1787/b35a14e5-en
Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston, MA: Pearson/Allyn & Bacon.
Oliveira, A. L. D., & Freitas, M. E. D. (2016). Motivations for international academic mobility: the perspective of university students and professors. Educação em Revista, 32, 217-246.
Orduna-Nocito, E., & Sánchez-García, D. (2022). Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities. System, 104, 1-14.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
O’Sullivan, B. (2020). The Comprehensive Learning System. British Council Perspectives on English Language Policy and Education. 1-18.
Papadopoulos, G. (1994) Education 1960-1990: the OECD perspective, OECD: Paris.
Pirozhkova, I. (2020). Integrated approach to foreign language teaching: sustainable development of higher education. In E3S Web of Conferences (Vol. 208). EDP Sciences.
Porto, M., Houghton, S. A., & Byram, M. (2018). Intercultural citizenship in the (foreign) language classroom. Language Teaching Research, 22(5), 484-498.
Rahman, M. (2015). English for Specific Purposes (ESP): A Holistic Review. Universal Journal of Educational Research, 3(1), 24-31.
Rose, H., Sahan, K., & Zhou, S. (2022). Global English Medium Instruction: Perspectives at the crossroads of Global Englishes and EMI. Asian Englishes, 1-13.
Rutkowski, L., & Rutkowski, D. (2016). A call for a more measured approach to reporting and interpreting PISA results. Educational Researcher, 45(4), 252-257.
Sälzer, C., & Roczen, N. (2018). Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct. International journal of development education and global learning.
Sánchez-Pérez, M. D. M., & Manzano-Agugliaro, F. (2021). Worldwide Trends in Bilingual Education Research: A Half-Century Overview. Education Sciences, 11(11), 730.
Satty, T. L. (1980). The Analytic Hierarchy Process, New York: McGraw-Hill.
Seargeant, P. (2012). Exploring world Englishes: language in a global context. Routledge.
Sellar, S., & Lingard, B. (2014). The OECD and the expansion of PISA: new global modes of governance in education. British Educational Research Journal, 40(6), 917–936. http://www.jstor.org/stable/43297629
Sennaroglu, B., & Celebi, G. V. (2018). A military airport location selection by AHP integrated PROMETHEE and VIKOR methods. Transportation Research Part D: Transport and Environment, 59, 160-173.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Snow, M. A. (2014). Content-based and immersion models of second/foreign language teaching. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a Second or Foreign Language (4th ed., pp. 438–454). Boston, MA: National Geographic Learning/Heinle Cengage Learning.
Snow, M. A., & Brinton, D. M. (1988). Content‐based language instruction: Investigating the effectiveness of the adjunct model. TESOL quarterly, 22(4), 553-574.
Statista (2020, January). Most common languages on the internet as of January 2020, by the share of internet users. https://www.statista.com/statistics/262946/share-of-the-most-common-languages-on-the-internet/#statisticContainer
Stephens, T. (2021, April 4). English as a common language in Switzerland: a positive or a problem? SWI swissinfo.ch. https://www.swissinfo.ch/eng/culture/english-as-a-common-language-in-switzerland--a-positive-or-a-problem-/46494332
Stewner-Manzanares, G. (1988). The Bilingual Education Act: Twenty Years Later. New Focus, Occasional Papers in Bilingual Education, Number 6. New Focus.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50(1), 158-164.
Switzerland. (2022, July 13). In Wikipedia. https://en.wikipedia.org/wiki/Switzerland
Syakur, A., Zainuddin, H. M., & Hasan, M. A. (2020). Needs analysis English for specific purposes (ESP) for vocational pharmacy students. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 724-733.
Sylvén, L. K., & Ohlander, S. (2014). The CLISS project: Receptive vocabulary proficiency in CLIL and non-CLIL groups. Moderna Språk, 108(2), 81-119.
Takayama, K. (2010). Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through “Finnish PISA success”. Comparative Education Review, 54(1), 51-75.
Tanaka, M. (2016). Acquisition of stops by Mandarin-Japanese early bilingual children aged three to six［Unpublished doctoral dissertation］. National Cheng Kung University.
Teng, J. Y. (2012). Multi-Criteria Decision Analysis—Methods and Applications. Tingmao Knowledge Bank: Taipei, Taiwan.
Thompson, G., & McKinley, J. (2018). Integration of content and language learning. The TESOL encyclopedia of English language teaching, 1-13.
Title VII-Bilingual Education Act, 20 U.S.C. 880B-6 (1968). https://up.codes/viewer/osha-1926-construction/chapter/B/general-interpretations#1926.12(b)(46)
Troedson, D. A., & Dashwood, A. (2018). Bilingual use of translanguaging: Chinese student satisfaction in a transnational Business degree in English. International Education Journal: Comparative Perspectives, 17(4), 113-128.
Tseng, P.-H., Richards, K. & Pilcher, N. (2018). Constructing English-medium instruction indicators in the shipping courses of Taiwan’s higher education, Maritime Business Review, 3(1), pp. 20-35. https://doi.org/10.1108/MABR-07-2017-0020
Tupas, R., & Lorente, B. P. (2014). A ‘new’ politics of language in the Philippines: Bilingual education and the new challenge of the mother tongues. In P. Sercombe & R. Tupas (Eds.). Language, education and nation-building: Assimilation and shift in Southeast Asia (pp. 165-180). Springer.
Tupas, R., & Martin, I. P. (2017). Bilingual and mother tongue-based multilingual education in the Philippines. Bilingual and multilingual education, 10, 247-258.
Turnbull, M., Lapkin, S., Hart, D., & Swain, M. (1998). Time on task and immersion graduates’ French proficiency. French second language education in Canada: Empirical Studies, 31-55.
UNESCO (2005). Education for All: The Quality Imperative. UNESCO.
UNESCO (2014). The UNESCO Culture for Development Indicators: Methodology Manual, UNESCO, France. https://en.unesco.org/creativity/sites/creativity/files/digital- library/CDIS%20Methodology%20Manual%20-%20Draft%20ENG.PDF
United Nations (2019, September 3-6). Executive Board of the United Nations Development Programme, the United Nations Population Fund and the United Nations Office for Project Services－The revised UNDP evaluation policy. Second regular session 2019, New York.
United Nations (n.d.a) United Nations Charter. Retrieved July 9, 2022, from https://www.un.org/en/about-us/un-charter
United Nations (n.d.b) Goals 4: Ensure inclusive and equitable equality education and promote lifelong learning opportunities for all. Retrieved July 21, 2022, from https://sdgs.un.org/goals/goal4
United Nations Children’s Fund (2019), A World Ready to Learn: Prioritizing quality early childhood education, UNICEF, New York.
United States Census Bureau (2015, October). Detailed Languages Spoken at Home and Ability to Speak English for he Population 5 Years and Over: 2009-2013. https://www.census.gov/data/tables/2013/demo/2009-2013-lang-tables.html
Utoikamanu, F. (2018, January). Safeguarding Cultural and Linguistic Diversity in the Context of Global Citizenship. United Nations. https://www.un.org/en/chronicle/article/safeguarding-cultural-and-linguistic-diversity-context-global-citizenship
Vygotsky, L.S. (1962). Thought and Language. MIT Press.
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Harvard University Press.
Wachter, B., & Maiworm, F. (2014). English-taught programs in European higher education: The state of play in 2014. Bonn, Germany: Lemmens.
Wagner, K., Kimura, K., Cheung, P., & Barner, D. (2015). Why is number word learning hard? Evidence from bilingual learners. Cognitive psychology, 83, 1-21.
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education: An introduction. English medium instruction in higher education in Asia-Pacific, 1-18.
Wang, W. M., & Chen, C. C. (2012). Universal design applied to establishing evaluation criteria for university campus open space. Proceeding of 2012 International Conference on Business and Information (pp. H880-H888). New Taipei City: ATISR.
Williams, D. G. (2015). A systematic review of English medium instruction (EMI) and implications for the South Korean higher education context. English language teaching world online, 2014, 1-23.
Willemyns, R. (2002). The Dutch-French Language Border in Belgium. Journal of Multilingual and Multicultural Development, 23(1-2), pp. 36-49.
Wind, Y., & Saaty, T. L. (1980). Marketing applications of the analytic hierarchy process. Management Science, 26(7), 641-658.
Wolf, H. & Polzenhagen, F. (2009). World Englishes : A cognitive sociolinguistic approach. Mouton de Gruyter.
Yağmur, K., Extra, G., & Swinkels, M. (2012). Cross-national analysis of the Language Rich Europe results. Language Rich Europe, 28-74.
Yang, W. (2017). Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism, 20(6), 607-624.
Yi-Yao, L. (2019). A case of Integrating Language Learning Material Design Course into Revitalizing a Degraded Residential Urban Neighborhood through the University Social Responsibility Program. In PROCEEDING Conference on the Environmental Conservation through Language, Arts, Culture and Education (CECLACE 2019) 1(1), 1-7.
Yuan, Z. M., & Li, C. N. (2021). Investigating English-medium instruction for international students in China. Journal of Multilingual and Multicultural Development, 1-13.
Yunusova, S. (2018). Defining the accessibility of a literary text: contemporary Russian literature in a CEFR B2 Russian as a foreign language classroom. Russian Language Journal/Русский язык, 68, 3-32.
Zhang, M., & Pladevall-Ballester, E. (2022). Students’ attitudes and perceptions towards three EMI courses in mainland China. Language, Culture and Curriculum, 35(2), 200- 216.
Zhao, Q., Wang, J. L. & Liu, S. H. (2022). A new type of remedial course for improving university students’ learning satisfaction and achievement. Innovations in Education and Teaching International, 59(6), 711-723. DOI: 10.1080/14703297.2021.1948886
Zumor, A., & Qasem, A. (2019). Challenges of using EMI in teaching and learning of University scientific disciplines: Student voice. International Journal of Language Education, 3(1), 74-90.