uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Linnaeus Univ, Dept Languages, Kalmar, Sweden.ORCID iD: 0000-0003-3244-2586
Aarhus Univ, Sch Business & Social Sci, Ctr Teaching & Learning, Aarhus, Denmark.
Univ Jyvaskyla, Language Ctr, Jyvaskyla, Finland.
Stockholm Univ, Ctr Res Bilingualism, Stockholm, Sweden.
Show others and affiliations
2017 (English)In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 73, no 4, p. 561-576Article in journal (Refereed) Published
Abstract [en]

Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic 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 EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes.

Place, publisher, year, edition, pages
2017. Vol. 73, no 4, p. 561-576
Keywords [en]
University language policy, Bilingualism, Disciplinary literacy, English-medium instruction, Nordic language policy
National Category
Globalisation Studies
Identifiers
URN: urn:nbn:se:uu:diva-360732DOI: 10.1007/s10734-015-9950-2ISI: 000398931400002OAI: oai:DiVA.org:uu-360732DiVA, id: diva2:1249023
Available from: 2018-09-18 Created: 2018-09-18 Last updated: 2018-09-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Airey, John

Search in DiVA

By author/editor
Airey, John
By organisation
Physics Didactics
In the same journal
Higher Education
Globalisation Studies

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 360 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf