The results suggest that, although there is some degree of homogeneity in the use of questions in terms of function, form and distribution, there is also evidence of important differences between the two languages. These findings illustrate some distinctions in writing in these two discourse communities and their potential for informing language pedagogy in both English for academic purposes and Français langue académique.

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that intelligent CALL systems that respond instantly to learners' language can support their production of better-written texts. To investigate this claim further, this chapter presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I and learner and teacher surveys and focus groups, demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research.

This paper explores how individuals living within high-stakes precarious categories navigate their identity within online spaces. Using Membership Categorisation Analysis, we investigate how categorical inferences are indexed by those individuals within online biosocial communities in everyday speech, as part of their construction of identities. More specifically, we analyse online interactions of women who have been identified as carrying a BRCA gene mutation in an online biosocial community. Our findings show how (1) the online spaces participate in constituting and sustaining a form of collective responsibility, where those who are within a high-stakes precarious identity category are expected to not only support and educate each other, but also monitor the compliance to category predicates, and (2) the tensions and conflict in making sense of, belonging to, resisting and sustaining a category membership often occur when there are clashes with the socio-moral order. Overall, this paper’s contributions are twofold, first, methodologically, the use of Membership Categorisation Analysis provides an insightful analytic approach to identities, online communities and their organisation. Second, the emerging tensions identified provide insight into the complex ways in which online communities offer a forum in managing precarious identity as individual and collective life intersect.

This chapter investigates how the internationalization process by way of English-medium Education in Multilingual University Settings (EMEMUS) is unfolding in a Spanish university context. Broadly, Englishmedium instruction (EMI), like content and language integrated learning (CLIL), can be defined as "the use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English" (Dearden 2015: 4). A typical differentiating factor between CLIL and EMI is the role of language teaching, and typically, EMI has "no explicit language learning aims" (Madhavan and McDonald 2014: 1). However, separating language and content in EMI contexts has proven challenging owing to EMI instructors' low language proficiency (Dearden 2015), instructors' lack of language awareness and training (Dearden et al. 2016), the varied English language skills among students (Macaro et al. 2018), and broader linguistic difficulties among students and instructors (Vu and Burns 2014). Moreover, following Ortega (2014), in many cases where research on EMI addresses language issues, it typically takes a simplistic and uncritical position of seeing L2 speakers as deficient and a cause of problems in EMI contexts. The complexity of the sites where multilingual universities struggle to provide EMI programs is extraordinary and requires further attention and theorization beyond such a simplistic view (Macaro et al. 2018). In fact, in their systematic review, Macaro et al. (2018: 69) identifya number of outstanding problems and questions in the field of EMI, of which one has been the inspiration for this chapter, namely: Do different HE institutions (e.g., private and state) experience different levels of success in implementing EMI? If so, why? As there remains a need to investigate the implementation of EMI policies in a range of higher education institutions, this study focuses on statefunded education and investigates teacher beliefs about EMI in a Spanish state-funded higher education institute.

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