| 'Does everybody understand?': Teacher questions across disciplines in English-mediated university lectures: An exploratory study E Dafouz, D Sánchez-García Language Value 5 (1), 129-151, 2013 | 73 | 2013 |
| Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European universities E Orduna-Nocito, D Sánchez-García System 104, 102692, 2022 | 24 | 2022 |
| Mapping lecturer questions and their pedagogical goals in Spanish-and<? br?> English-medium instruction D Sánchez-García Journal of Immersion and Content-Based Language Education 8 (1), 28-52, 2020 | 22 | 2020 |
| Classroom interaction in university settings: The case of questions in three disciplines D Sánchez García | 22 | 2010 |
| Codeswitching practices in the discourse of two lecturers in English-medium instruction at university D Sánchez-García Elia: Estudios de Lingüística Inglesa Aplicada, 18, 105-135., 2018 | 20 | 2018 |
| Teacher questioning: Exploring student interaction and cognitive engagement in Spanish and EMI university lectures D Sánchez-García Universidad de Granada, 2018 | 19 | 2018 |
| A contrastive analysis of Spanish-and English-medium instruction in tertiary education: teacher discourse strategies in a spoken corpus D Sánchez-García Unpublished doctoral thesis). Universidad Complutense de Madrid, 2016 | 19 | 2016 |
| Internationalization Through Language and Literacy in the Spanish-and English-Medium Education Context D Sánchez-García Integrating content and language in multilingual universities, 131-150, 2020 | 14 | 2020 |
| ‘Does everybody understand?’Teacher questions across disciplines in English-mediated university lectures: An exploratory study ED Milne, DS García Language Value 5, 129-151, 2013 | 12 | 2013 |
| " I can't find the words now...": Teacher Discourse Strategies and their Communicative Potential in Spanish-and English-Medium Instruction in Higher Education D Sánchez-García CLIL: Journal of Innovation and Research in Plurilingual and Pluricultural …, 2019 | 11 | 2019 |
| Equipping educational developers for inclusive international programs in higher education D Sánchez-García, E Dafouz Teacher training for English-medium instruction in higher education, 21-40, 2020 | 8 | 2020 |
| Classroom Interaction in University Settings: The Case of Questions in Three Disciplines DS García | 7 | 2010 |
| Lecturers' Appraisals of English as a Lingua Franca in European Higher Education Settings. N Nashaat-Sobhy, D Sánchez-Garcia Journal for the Psychology of Language Learning 2 (2), 55-72, 2020 | 6 | 2020 |
| Potential Professional Growth of English-Medium Education Teachers in a Transnational Teacher Education Program. D Sánchez-García International Journal of Instruction 16 (3), 2023 | 5 | 2023 |
| TESOL through the reflections of transnational EMI lecturers: A ROADMAPPING approach D Sánchez-García, N Nashaat-Sobhy TESOL teacher education in a transnational world, 172-188, 2020 | 4 | 2020 |
| La alternancia de código en el discurso de dos profesores universitarios en la instrucción en inglés D Sánchez-García ELIA: Estudios de Lingüística Inglesa Aplicada, 105-135, 2018 | 2 | 2018 |
| The Elephant in the Room: Language Assessment in English-medium Education in Multilingual University Settings D Sánchez-García Transnational English Language Assessment Practices in the Age of Metrics …, 2022 | 1 | 2022 |
| Teacher development to mediate global citizenship in English-medium education contexts J Valcke, N Nashaat-Sobhy, D Sánchez-García, J Walaszczyk Journal of English-Medium Instruction 1 (1), 65-84, 2022 | 1 | 2022 |
| Análisis contrastivo del español y el inglés como lenguas de instrucción en la educación superior: estrategias discursivas del profesor en un corpus oral MD Sánchez García Universidad Complutense de Madrid, 2016 | 1 | 2016 |
| Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation D Sánchez-García Journal of Multilingual and Multicultural Development, 1-15, 2024 | | 2024 |
