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One of the effects of the growing importance of global English in professional contexts has been the rise of ESP teaching at all levels. Despite the concurrently increasing demand for ESP teachers, pre-service teacher education programmes in Europe have so far largely neglected this important area. In order to address the professional needs of future ESP teachers, a novel and coherent framework for mediating the findings of corpus linguistics and genre analysis has been developed. The advantages of such a model of mediated corpus-based genre analysis lie in its flexibility of application to diverse ESP settings and target groups, so empowering both student teachers and their future pupils to develop autonomous language capabilities. Following this model, student teachers are familiarized with the potential of specialized corpora as a source of information regarding specific genres, such as contracts of sale, sustainability reports or company profiles, and as a tool in materials development. This model of mediated corpus-based genre analysis, which will be presented and discussed in this paper, has been implemented in an innovative teacher education project at the English Department of the University of Vienna. Feedback from both student teachers and future employers underlines the positive effects of such a linguistics-informed approach to teacher education. (Contains 2 tables and 3 figures.)

At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to develop a conceptual framework that considers the dynamic nature of EMEMUS. Drawing on recent sociolinguistic orientations and discursive approaches (e.g. Scollon and Scollon 2004; Shohamy 2006; Blommaert 2010; Hult 2010), our framework regards EMEMUS as a social phenomenon and views discourse as the access point to six relevant dimensions. These dimensions are considered as inherently complex, contextually bound, and intersecting dynamically with one another. Focusing on an example from a higher education institution, the article argues for the utility of the proposed framework. [ABSTRACT FROM AUTHOR]

In the last issue, in accordance with InJAL's new relationship with AILA, the idea and rationale of AILA Research Networks was explained in general terms. In this issue and the next, individual co-ordinators present their ReNs and the particular activities they are engaged in. [ABSTRACT FROM AUTHOR]

The article focuses on the linguistic perspectives of the International Association of Applied Linguistics (AILA) on Content and Language Integrated Learning (CLIL). It states that the AILA research network is instrumental in internationalizing research in the CLIL area. It mentions that the decisive instrument in the formation of a research community is the AILA's network symposia. It adds that the network also presents conferences which are academically or pedagogically oriented.

The article offers information on the work of the Research Network on Content and Language Integrated Learning and Immersion Classrooms (CLIL ReN) of the International Association of Applied Linguists (AILA). Topics include a symposium at the April 4-5, 2014 AESLA (Asociación Española de Lingüística Aplicada) Conference in Sevilla, Spain; a session at the AILA2014 conference in Brisbane, Australia; and research on CLIL teaching.

The article offers information on the Applied Linguistics Perspectives on Content and Language Integrated Learning Conference (ALP-CLIL) to be held at Miraflores de la Sierra in Madrid, Spain from June 5 to 8, 2013, and the CLIL 2013 Conference in Silezia, Poland from April 4 to 6, 2013.