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The Expansion of English-medium Instruction in the Nordic Countries.Can Top-Down University Language Polices Encourage Bottom-up Disciplinary Literacy Goals?

Airey, John; Lauridsen, Karen M.; Räsänen, Anne; Salö, Linus; Schwach, Vera
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http://hdl.handle.net/11250/2365233
Issue date
2015
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  • 4 - Academic Articles / Vitenskapelige artikler [61]
  • Publikasjoner fra Cristin [83]
Original version
10.1007/s10734-015-9950-2
Abstract
Abstract 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 disciplinaryspecific

language-learning outcomes.

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