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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
	Abstract: The role of the first language (L1) in second language (L2) learning has been widely discussed and researched in the second Language Acquisition (SLA) literature. Benefits of L1 use have been found for vocabulary acquisition, and in facilitating comprehension thereby alleviating student anxiety. Many teachers appear to consider L1 use as a necessary option in L2 pedagogy. Disadvantages of L1 use are argued to be that it reduces exposure to the L2 thereby not enabling more implicit forms of L2 acquisition. Considerably less research has been carried out in English medium instruction (EMI) classrooms, surprisingly, as these are predicated on the benefits of massive exposure to the L2. This study investigated the effect of L1 and L2 use on teacher question types and interaction patterns in science lessons in early EMI and late EMI schools in Hong Kong. Our findings show that in late EMI, where there was much greater use of the L1, teachers tended to use higher order questions and were more interactive. In early EMI, despite students having received four more years of greater exposure to English instruction than late EMI students through the use of English as the vehicular language, teachers asked lower order questions and the interaction was more monologic. The implications for policy and pedagogy are discussed.
	Keyword: English medium instruction; L1 use; questioning; science classrooms; second language acquisition
	URL: https://doi.org/10.1080/13670050.2018.1510368
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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
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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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