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This document is a review of the book "English-Medium Instruction in Higher Education" by David Lasagabaster. The book provides a comprehensive overview of the global phenomenon of English-medium instruction (EMI) in higher education. It discusses the challenges and inconsistencies in EMI implementation and quality, as well as the motivations and policies behind its introduction. The book also explores stakeholders' views towards EMI, the impact of EMI on teaching and learning, language learning in EMI contexts, assessment in EMI, and provides a list of further readings. The review recommends the book as an excellent resource for university governors, policy makers, researchers, and lecturers interested in EMI. [Extracted from the article]

This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more collaborative and multidisciplinary approach in education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the editor discusses the surge of English teaching in European universities.