The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?

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The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? / Airey, John ; Lauridsen, Karen M.; Räsänen, Anne ; Sälö, Linus; Schwach, Vera .

I: Higher Education, Bind 73, Nr. 4, 2017, s. 561-576.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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Airey, John ; Lauridsen, Karen M. ; Räsänen, Anne ; Sälö, Linus ; Schwach, Vera . / The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?. I: Higher Education. 2017 ; Bind 73, Nr. 4. s. 561-576.

Bibtex

@article{793bdbf818f145ba8d9aa9f17bea7e41,
title = "The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?",
abstract = "Recently, in the wake of the Bologna Declaration and similar internationalinitiatives, there has been a rapid increase in the number of university courses and programmestaught through the medium of English. Surveys have consistently shown theNordic countries to be at the forefront of this trend towards English-medium instruction(EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark,Finland, Norway and Sweden). We present the educational setting and the EMIdebate in each of these countries and summarize relevant research findings. We then makesome tentative suggestions for the introduction of EMI in higher education in othercountries. In particular, we are interested in university language policies and their relevancefor the day-to-day work of faculty. We problematize one-size-fits-all universitylanguage policies, suggesting that in order for policies to be seen as relevant they need tobe flexible enough to take into account disciplinary differences. In this respect, we makesome specific suggestions about the content of university language policies and EMI coursesyllabuses. Here we recommend that university language policies should encourage thediscussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecificlanguage-learning outcomes.",
keywords = "University language policy; bilingualism; disciplinary literacy; English medium instruction; nordic language policy, University language policy; bilingualism; disciplinary literacy; English medium instruction; nordic language policy",
author = "John Airey and Lauridsen, {Karen M.} and Anne R{\"a}s{\"a}nen and Linus S{\"a}l{\"o} and Vera Schwach",
year = "2017",
doi = "10.1007/s10734-015-9950-2",
language = "English",
volume = "73",
pages = "561--576",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "4",

}

RIS

TY - JOUR

T1 - The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?

AU - Airey, John

AU - Lauridsen, Karen M.

AU - Räsänen, Anne

AU - Sälö, Linus

AU - Schwach, Vera

PY - 2017

Y1 - 2017

N2 - Recently, in the wake of the Bologna Declaration and similar internationalinitiatives, there has been a rapid increase in the number of university courses and programmestaught through the medium of English. Surveys have consistently shown theNordic countries to be at the forefront of this trend towards English-medium instruction(EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark,Finland, Norway and Sweden). We present the educational setting and the EMIdebate in each of these countries and summarize relevant research findings. We then makesome tentative suggestions for the introduction of EMI in higher education in othercountries. In particular, we are interested in university language policies and their relevancefor the day-to-day work of faculty. We problematize one-size-fits-all universitylanguage policies, suggesting that in order for policies to be seen as relevant they need tobe flexible enough to take into account disciplinary differences. In this respect, we makesome specific suggestions about the content of university language policies and EMI coursesyllabuses. Here we recommend that university language policies should encourage thediscussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecificlanguage-learning outcomes.

AB - Recently, in the wake of the Bologna Declaration and similar internationalinitiatives, there has been a rapid increase in the number of university courses and programmestaught through the medium of English. Surveys have consistently shown theNordic countries to be at the forefront of this trend towards English-medium instruction(EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark,Finland, Norway and Sweden). We present the educational setting and the EMIdebate in each of these countries and summarize relevant research findings. We then makesome tentative suggestions for the introduction of EMI in higher education in othercountries. In particular, we are interested in university language policies and their relevancefor the day-to-day work of faculty. We problematize one-size-fits-all universitylanguage policies, suggesting that in order for policies to be seen as relevant they need tobe flexible enough to take into account disciplinary differences. In this respect, we makesome specific suggestions about the content of university language policies and EMI coursesyllabuses. Here we recommend that university language policies should encourage thediscussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecificlanguage-learning outcomes.

KW - University language policy; bilingualism; disciplinary literacy; English medium instruction; nordic language policy

KW - University language policy; bilingualism; disciplinary literacy; English medium instruction; nordic language policy

U2 - 10.1007/s10734-015-9950-2

DO - 10.1007/s10734-015-9950-2

M3 - Journal article

VL - 73

SP - 561

EP - 576

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 4

ER -