English-Medium Instruction in European Higher Education : English in Europe, Volume 3

This volume provides a focused account of English Medium Instruction (EMI) in European higher education, considering issues of ideologies, policies, and practices. This is an essential book for academics, students, policy makers, and educators directly or indirectly implicated in the internationalization of European higher education.

This series creates a space for innovative scholarship examining the ways language functions as a powerful meaning-making resource for constructing identities, managing relationships and building communities. Grounded in new, data-driven methodologies, quantitative and qualitative, and engaging a diverse range of communicative and textual practices, the series embraces work from variationist sociolinguistics through to discourse studies, linguistic anthropology and social semiotics. Monographs and edited volumes are welcomed, as is any work that explicitly situates language in its political, economic and cultural contexts, and/or intersects with other modes of communication such as visual images, material culture, space/place, and nonverbal communication.

The current series was conceived in 2015, but it actually emerged from two earlier book series also published by De Gruyter Mouton. Founded in 1999 by Richard Watts and Monica Heller as Language, Power and Social Process, the series ran until 2011 although Monica had stepped down in 2008. From 2011, the series continued under the new name Language and Social Processes, with David Britain joining Richard Watts as editor. When Richard stepped down at the end of 2014, Crispin Thurlow joined David as editor; this is when David and Crispin worked together on updating the series with an expanded, more contemporary scope and a more fitting title: Language and Social Life.

To discuss your book idea or submit a proposal, please contact Natalie Fecher.

Table of Contents 5 Preface 7 Introduction. English-medium instruction in European higher education: From the north to the south 9 I. Opportunity or Threat 25 1. English as threat or opportunity in European higher education 27 2. Introducing EMI at a Croatian university: Can we bridge the gap between global emerging trends and local challenges? 51 3. Internationalisation and the EMI controversy in Italian higher education 73 4. Internationalization and English-medium instruction in German higher education 97 5. Multilingual language policy: Is it becoming a misnomer at university level? 123 II. Before, During, and After EMI 143 6. English in a new linguistic context: Implications for higher education 145 7. From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English 165 8. English-medium higher education: A case study in a Turkish university context 185 9. “You try with a little humor and you just get on with it”: Danish lecturers’ reflections on English-medium instruction 209 10. From tool to target language: Arguing the need to enhance language learning in English-medium instruction courses and programs 231 III. Policy and Ideology 253 11. Language policy in Estonian Higher Education: Internationalisation and the tension over English 255 12. English in Italian universities: The language policy of PoliMi from theory to practice 277 13. “I know that the natives must suffer every now and then”: Native/non-native indexing language ideologies in Finnish higher education 299 14. English-medium instruction in European higher education: Review and future research 325 Index 333