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dc.contributor.authorAirey, John
dc.contributor.authorLauridsen, Karen M.
dc.contributor.authorRäsänen, Anne
dc.contributor.authorSalö, Linus
dc.contributor.authorSchwach, Vera
dc.date.accessioned2017-04-04T08:45:15Z
dc.date.available2017-04-04T08:45:15Z
dc.date.issued2017
dc.identifier.citationAirey, J., Lauridsen, K. M., Räsänen, A., Salö, L., & Schwach, V. (2017). The expansion of English-medium instruction in the Nordic countries : Can top-down university language policies encourage bottom-up disciplinary literacy goals?. <em>Higher Education</em>, 73 (4), 561-576. <a href="https://doi.org/10.1007/s10734-015-9950-2">doi:10.1007/s10734-015-9950-2</a>
dc.identifier.otherTUTKAID_67662
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53475
dc.description.abstractRecently, 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.
dc.language.isoeng
dc.publisherSpringer Netherlands
dc.relation.ispartofseriesHigher Education
dc.subject.otherbilingualism
dc.subject.otherdisciplinary literacy
dc.subject.otherEnglish-medium instruction
dc.subject.otherNordic language policy
dc.subject.otheruniversity language policy
dc.titleThe expansion of English-medium instruction in the Nordic countries : Can top-down university language policies encourage bottom-up disciplinary literacy goals?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201704031863
dc.contributor.laitosYliopiston kielikeskusfi
dc.contributor.laitosLanguage Centreen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-04-03T09:15:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange561-576
dc.relation.issn0018-1560
dc.relation.volume73
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media Dordrecht 2015. This is a final draft version of an article whose final and definitive form has been published by Springer. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1007/s10734-015-9950-2


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