Pubblicazioni

Navigating the landscape of English-medium instruction: Attitudes, perceptions and practices
Fabiana Rosi, Sandro Caruana, Stefania Cicillini, Chiara Polli https://doi.org/10.5296/ijl.v16i7.22562 OPEN ACCESS

Lecturers’ Experiences of EMI: Analysis of a Questionnaire on the Impact of a Training Programme at a Northern Italian University
Francesca Costa, Cristina Mariotti https://doi.org/10.5296/ijl.v16i7.22563 OPEN ACCESS

A Comparative Analysis of English-Medium Instruction at the Universities of Messina and Trento: Lecturers’ Opinions, Goals, and Concerns
Chiara Polli https://doi.org/10.5296/ijl.v16i7.22564 OPEN ACCESS

Mapping the status of EMI courses at the University of Messina: The EMI@Unime
Rosalba Rizzo, Chiara Polli, Mariavita Cambria https://doi.org/10.5296/ijl.v16i7.22565 OPEN ACCESS

Discourse Structuring Metadiscourse in EMI Lecturer Microteaching Test Performance
Alessandra Molino, Slobodanka Dimova https://doi.org/10.5296/ijl.v16i7.22566 OPEN ACCESS

Form and function of teachers’ questions in EMI contexts: comparing practices across European countries
Stefania Cicillini, Nesrine Triki https://doi.org/10.5296/ijl.v16i7.22567 OPEN ACCESS

Studying Content in English from School to University: A Transitional Survey on Students' Awareness of their Pre-acquired Skills and Knowledge
Bruna Di Sabato, Bronwen Hughes, Ernesto Macaro https://doi.org/10.5296/ijl.v16i7.22568 OPEN ACCESS

Testing and developing critical thinking in an ICLHE context: correlations between language competence and critical thinking skills
Christopher Liam McDonnell, Marco Mezzadri https://doi.org/10.5296/ijl.v16i7.22569 OPEN ACCESS

Addressing Engineering Students’ Needs in EMI Contexts: A Focus on Comprehension and Pronunciation
Jane Johnson, Mariangela Picciuolo https://doi.org/10.5296/ijl.v16i7.22570 OPEN ACCESS

Learning Ecologies and Transcultural Interaction in EMI Classes: A Comparison of Student Perceptions in Italy and Taiwan
Sharon Hartle, Jane Lu, Roberta Facchinetti, Elena Borsetto, Daniela Vescio https://doi.org/10.5296/ijl.v16i7.22571 OPEN ACCESS

First-year students in an EMI program. Developing international mindsets?
Olivia Mair, Gabriele Cantaluppi https://doi.org/10.5296/ijl.v16i7.22572 OPEN ACCESS

Peppoloni, D., & Fiorenza, E. (2024). La comunicazione accademica parlata: analisi e strumenti dalla prospettiva della glottodidattica. Introduzione. Italiano LinguaDue, 16(2), 418-421. https://doi.org/10.54103/2037-3597/27857 OPEN ACCESS

Peppoloni, D. (2024). Le collocazioni N-ADJ dell’italiano accademico parlato. Un’indagine corpus-based. Italiano LinguaDue, 16(2), 422-447. https://doi.org/10.54103/2037-3597/27858 OPEN ACCESS

Fiorenza, E. (2025). Osservare e insegnare l’espressione dell’approssimazione nell’italiano parlato accademico: l’uso di liste ed eccetera. Italiano LinguaDue, 16(2), 448-471. https://doi.org/10.54103/2037-3597/27859 OPEN ACCESS

Martari, Y. (2025). Per una didattica esplicita del parlato agli studenti universitari. Un’introduzione al progetto Parlare all’università. Italiano LinguaDue, 16(2), 472-495. https://doi.org/10.54103/2037-3597/27860 OPEN ACCESS

Cervini, C., & Paone, E. (2025). Comunicare all’università: quando l’interazione orale si fa plurilingue. Italiano LinguaDue, 16(2), 496-523. https://doi.org/10.54103/2037-3597/27861 OPEN ACCESS

Artoni, D., & Magnani, M. (2025). Diversity and Complexity: Some Perspectives on Instructed Second Language Acquisition. Instructed Second Language Acquisition, 9(2), 163-170. https://doi.org/10.3138/isla-2025-0031 

Borro, I. (2025). Boosting Vocabulary Learning and Comprehension in a Foreign Language Through Plurilingualism: An Eye-Tracking Study of the Effectiveness of L2, L3, and Intercomprehensible Glosses. Instructed Second Language Acquisition, 9(2), 171-197. https://doi.org/10.3138/isla-2025-0003 

Moroni, E. (2025). The Impact of Computer-Mediated Collaborative Writing on the Acquisition of Russian Impersonal Sentences: A Pilot Study. Instructed Second Language Acquisition, 9(2), 198-229. https://doi.org/10.3138/isla-2025-0008

Redolfi, M., & Vender, M. (2025). Comprehension and Production of Referential Expressions: An Instructional Intervention for Monolingual and Bilingual Italian Primary School Children. Instructed Second Language Acquisition, 9(2), 230-258. https://utppublishing.com/doi/10.3138/isla-2025-0013

Carbonara, V., & Grassi, R. (2025). Impacting Prospective Teachers’ Cognition on Language Acquisition in a Plurilingual and Intercultural Education Perspective: The Effects of Targeted Instruction in a Primary Education Degree. Instructed Second Language Acquisition, 9(2), 259-283. https://doi.org/10.3138/isla-2025-0010

Gauci, P. (2025). Insights into Language Integration Programs: Perspectives from Adult Learners in a Bilingual Context. Instructed Second Language Acquisition, 9(2), 284-309. https://doi.org/10.3138/isla-2025-0007

Bertollo, S. (2025). Fostering Morphological Awareness in German as a Foreign Language: Exploring Word Formation Strategies. Instructed Second Language Acquisition, 9(2), 310-328. https://doi.org/10.3138/isla-2025-0009

Bidese, E. (2025). Teaching the Syntax of German Microvarieties in Italy: Critical Reflections and Prospects. Instructed Second Language Acquisition, 9(2), 329-352. https://doi.org/10.3138/isla-2025-0022