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This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe).