This chapter summarizes my research work in Swedish higher education in the area of teaching and learning in English. Sweden makes for a particularly interesting case study since there are high levels of English competence in the general population and a large percentage of university courses have traditionally been taught through the medium of English.
The work I have done falls into three broad categories: University learning in English, University teaching in English and Disciplinary differences in attitudes to English language use.
Over the years I have used a range of data collection techniques including video recordings of lectures, semi-structured interviews, questionnaires and stimulated recall. The research work is almost exclusively qualitative in nature adopting a case study approach.
Airey, John. 2004. Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In Robert Wilkinson (ed.), Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education, 97–108. Maastricht, Netherlands: Maastricht University Press.
Airey, John. 2009a. Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated Learning 1. 26–35.
Airey, John. 2009b. Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala.
Airey, John. 2010a. The ability of students to explain science concepts in two languages. Hermes - Journal of Language and Communication Studies 45. 35–49.
Airey, John. 2010b. När undervisningsspråket ändras till engelska [When the teaching language changes to English]. Om undervisning på engelska[On teaching in English], Rapport 2010:15R. 57–64. Stockholm: Högskoleverket.
Airey, John. 2011a. The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Across the disciplines 8. Unpaginated.
Airey, John. 2011b. Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning. Dynamic content and language collaboration in higher education: theory, research, and reflections, 57–65. Cape Town, South Africa: Cape Peninsula University of Technology.
Airey, John. 2011c. Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language. Ibérica 22. 35–54.
Airey, John. 2012. “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review 25. 64–79.
Airey, John. 2013. Disciplinary Literacy. In Eva Lundqvist, Leif Östman & Roger Säljö (eds.), Scientific literacy – teori och praktik. 41–58. Stockholm: Gleerups.
Airey, John & Cedric Linder. 2006. Language and the experience of learning university physics in Sweden. European Journal of Physics 27. 553–60.
Airey, John & Cedric Linder. 2007. Disciplinary learning in a second language: A case study from university physics. In Robert Wilkinson & Vera Zegers (eds.), Researching Content and Language Integration in Higher Education, 161–71. Maastricht: Maastricht University Language Centre.
Ball, Phil & Diana Lindsay. 2013. Language demands and support for English-medium instruction in tertiary education: Learning from a specific context. In Aintzane Doiz, David Lasagabaster & Juan Manuel Sierra (eds.), English-medium instruction at universities: Global challenges, 44–61. Bristol/Buffalo/Toronto: Multilingual Matters.
Barton, Bill & Pip Neville-Barton. 2003. Language Issues in Undergraduate Mathematics: A Report of Two Studies. New Zealand Journal of Mathematics, 32, 19–28.
Barton, Bill & Pip Neville-Barton. 2004. Undergraduate mathematics learning in English by speakers of other languages. Paper presented to Topic Study Group 25 at the 10th International Congress on Mathematics Education, July, 2004.
Bernstein, Basil. 1999. Vertical and horizontal discourse: An essay. British Journal of Sociology Education 20. 157–73.
Bloom, B. S. 1953. Thought processes in lectures and discussions. Journal of General Education 7. 160–69.
Bergmann, Jonathan, & Aaron Sams. 2012. Flip Your Classroom: Reach Every Student in Every Class Every Day. Moorabbin, Australia: Hawker Brownlow Education.
Calderhead, J. 1981. Stimulated recall: A method for research on teaching. British Journal of Educational Psychology 51. 211–17.
Chambers, Francine. 1997. What do we mean by fluency? System 25. 535–44.
Cots, Josep Maria. 2013. Introducing English-medium instruction at the University of Lleida, Spain: Intervention, beliefs and practices. In Aintzane Doiz, David Lasagabaster & Juan Manuel Sierra (eds.), English-medium instruction at universities: Global challenges, 106–128. Bristol/Buffalo/Toronto: Multilingual Matters.
Council of Europe. 2001. Common European Framework of Reference for Languages. Cambridge University Press. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (accessed 16 June 2014).
Duff, Patricia. 1997. Immersion in Hungary: an ELF experiment. In Robert K. Johnson & Merrill Swain (eds.), Immersion education: International perspectives, 19–43. Cambridge, UK: Cambridge University Press.
Doiz, Aintzane, David Lasagabaster & Juan Manuel Sierra. 2011. Internationalisation, multilingualism and English-medium instruction. World Englishes 30. 345–359.
Educational Testing Service. 2004. Mapping TOEFL, TSE, TWE, and TOEIC on the Common European Framework. (2004). http://www.besig.org/events/iateflpce2005/ets/CEFsummaryMarch04.pdf (accessed 7 May 2008).
Flowerdew, John (ed.). 1994. Academic listening. Cambridge: Cambridge University Press.
Garrison, D. Randy & Heather Kanuka. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education 7(2), 95–105.
Gerber, Ans., Johann Engelbrecht, Ansie Harding & John Rogan. 2005. The influence of second language teaching on undergraduate mathematics performance. Mathematics Education Research Journal 17. 3–21.
Haglund, Björn. 2003. Stimulated recall. Några anteckningar om en metod att genererar data [Stimulated recall. Notes on a method of data generation]. Pedagogisk forskning i Sverige 8. 145–57.
Hincks, Rebecca. 2005. Computer support for learners of spoken English: Doctoral Thesis. School of Computer Science and Communication. KTH. Stockholm. Sweden.
Hincks, Rebecca. 2010. Speaking rate and information content in English lingua franca oral presentations. English for Specific Purposes 29. 4–18.
Jensen, Christian, & Jacob Thøgersen. 2011. Danish university Lecturers’ attitudes towards English as the medium of instruction. Ibérica 22. 13–34.
Klaassen, Renate. 2001. The international university curriculum: Challenges in English-medium engineering education: Doctoral Thesis. Department of Communication and Education, Delft University of Technology. Delft. The Netherlands.
Kormos, Judit & Mariann Dénes.2004. Exploring measures and perceptions of fluency in the speech of second language learners. System 32. 145–164
Kuteeva, Maria & John Airey. 2014. Disciplinary differences in the use of English in higher education: Reflections on recent language policy developments. Higher Education 67(5). 553–549.[CJ1]
Lehtonen, Tuula & Pearl Lönnfors. 2001. Teaching through English: A blessing or a damnation? Conference papers in the new millenium. University of Helsinki Language Centre.
Liebscher, Grit & Jennifer Dailey-O'Caine. 2005. Learner code-switching in the content-based foreign language classroom. The Modern Language Journal 89. 234–47.
Linder, Anne, John Airey, Nokhanyo Mayaba & Paul Webb. Forthcoming. Fostering Disciplinary Literacy? South African Physics Lecturers’ Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics Science and Techmology Education.
Maiworm, Friedhelm & Bernd Wächter (eds.). 2002. English-language-taught degree programmes in European higher education, Trends and success factors. (ACA papers on International Cooperation in Education.) Bonn: Lemmens Verlags & Mediengesellschaft.
Marsh, Herbert. W., Kit-Tai Hau & Chit-Kwong Kong. 2000. Late immersion and language of instruction (English vs. Chinese) in Hong Kong high schools: Achievement growth in language and non-language subjects. Harvard Educational Review 70. 302–46.
Marsh, Herbert. W., Kit -Tai Hau & Chit-Kwong Kong. 2002. Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal 39. 727–63.
Martin, James R. 2011. Bridging troubled waters: Interdisciplinarity and what makes it stick. In Frances Christie & Karl Maton (eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, 35–61. London: Continuum International Publishing.
Met, Miriam & Eileen B. Lorenz. 1997. Lessons from U.S. immersion programs: Two decades of experience. In Robert K. Johnson & Merrill Swain (eds.), Immersion education: International perspectives, 243–64. Cambridge, UK: Cambridge University Press.
Mežek, Špela. 2013. Advanced second-language reading and vocabulary learning in the parallel-language university. PhD thesis. Department of English, Stockholm University.
Moschkovich, Judit. 2007. Using two languages when learning mathematics. Educational Studies in Mathematics 64. 121–44.
Neville-Barton, Pip & Bill Barton. 2005. The relationship between English language and mathematics learning for non-native speakers. http://www.tlri.org.nz/pdfs/9211_finalreport.pdf (accessed 21 Sept. 2005).
Swedish Ministry of Education and Research. 2001. Den öppna högskolan [The open university]. Utbildningsdepartementet Prop. 2001:02.
Tatzl, Dietmar. 2011. English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes 10. 252–270.
Thøgersen, Jacob & John Airey. 2011. Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes 30. 209–21.
Towell, Richard, Rodger Hawkins & Nives Bazergui. 1996. The Development of Fluency in Advanced Learners of French. Applied Linguistics 17. 84–119.
Üstünel, Eda & Paul Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15. 302–25.
Vinke, Adriana A. 1995. English as the medium of instruction in Dutch engineering education Doctoral Thesis, Department of Communication and Education, Delft University of Technology. Delft, The Netherlands: Department of Communication and Education, Delft University of Technology.
Vinke, Adriana A., Joke Snippe & Wim Jochems. 1998. English-medium content courses in Non-English higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education 3. 383–94.
Wächter, Bernd & Friedhelm Maiworm. 2008. English-taught programmes in European higher education. The picture in 2007. Bonn: Lemmens.
Werther, Charlotte, Louise Denver, Christian Jensen & Inger M. Mees. 2014. Using English as a medium of instruction at university level in Denmark: the lecturer's perspective. Journal of Multilingual and Multicultural Development 35. 443–462.
Wignell, Peter. 2007. Vertical and horizontal discourse and the social sciences. In Frances Christie & James R. Martin (eds.), Genre and Institutions: Social Processes in the Workplace and School, 184–204. London: Cassell.
Willig, Ann C. 1985. A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research 55. 269–318.
Zonneveld, Marjolein. 1991. Studeren in Engelstalige, multiculturele situaties. Een exploratieve studie naar mogelijke effecten van integratie van MSc-en regulier onderwijs aan de Landbouwuniversiteit [Studying in English-medium, multicultural situations]: Wageningen, University of Agricultural Sciences, Department of Agricultural Educational Theory.
Berlin: De Gruyter Mouton , 2015. 157-176 p.