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1	English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development
	Macaro, E; Han, S. - 2019
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2	Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
	Fung, D; Macaro, E. - 2019
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3	First and second language use in English medium instruction contexts
	Macaro, E; Tian, L; Chu, L. - 2018
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4	The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
	Pun, J; Macaro, E. - 2018
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5	A systematic review of English Medium Instruction in Higher Education
	Macaro, E; Curle, S; Pun, J. - 2017
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6	Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables
	Macaro, E; Akincioglu, M. - 2017
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7	Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
	Hennebry, M; Rogers, V; Macaro, E. - : Routledge, 2017
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8	English medium instruction in universities: A collaborative experiment in Turkey
	Dearden, J; Macaro, E; Akincioglu, M
	In: Symplectic Elements at Oxford ; Added by author (2016)
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9	Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison
	Dearden, J; Macaro, E. - 2016
	Abstract: We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of twenty-five teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and that of their students) needed for effective English Medium Instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, nonetheless some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of this comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
	Keyword: English Medium Instruction; teacher attitudes; university
	URL: https://doi.org/10.14746/sllt.2016.6.3.5
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10	Students' strategies in response to teachers' second language explanations of lexical items
	Macaro, E
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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11	What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
	Zhao, T; Macaro, E
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
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12	Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
	Macaro, E; Nakatani, Y; Hayashi, Y...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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13	The influence of learning a second language in primary school on developing first language literacy skills
	Murphy, VA; Macaro, E; Alba, S...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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14	Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
	Hennebry, M; Rogers, V; Macaro, E...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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15	Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners
	Lee, JH; Macaro, E
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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16	Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners' Attitudes?
	Macaro, E; Lee, JH
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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17	A systematic review of CALL in English as a second language : Focus on primary and secondary education
	Macaro, E.; Handley, Zoe Louise; Walter, Catherine. - 2012
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18	Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study
	Tian, L; Macaro, E
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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19	The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools
	Lo, YY; Macaro, E
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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20	A systematic review of CALL in English as a second language: Focus on primary and secondary education
	Walter, C; Macaro, E; Handley, Z
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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