By Clive W. Earls
In non-English-speaking international locations, instructing measure programmes during the medium of English offers possibilities and demanding situations. This booklet explores problems with interculturality, language coverage concerning English and nationwide languages, and the industrial, academic and political agendas in modern day better schooling in Europe.
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Additional info for Evolving Agendas in European English-Medium Higher Education: Interculturality, Multilingualism and Language Policy
347; Truchot 2002, p. 9; Van Leeuwen 2003, p. 577). Consequently, HEIs may be compelled to expand their offering of EMI programmes across disciplines in order to capture a larger proportion of the increasingly competitive domestic and international markets, as they attempt to compete and finance themselves in increasingly difficult economic times. Such an argument is supported by the fact that such programmes continue to prove extremely attractive to both domestic and international students, evidenced by increasing matriculation requirements for domestic students and a steady stream of incoming international students.
This increasing trend in academia has been further reflected in the last 30 years in that a large number of journals in German have switched entirely to English as the language of publication, a fact reflected in renaming journal titles from their respective original languages to English (Lippert 1986; Schwabl 1986). A direct link between economic power and the share of global literature is noted (Ammon & McConnell 2002, pp. 11–20), which has a significant impact on how HEIs function due to their dual activity and orientation as teaching and researching institutions (Coleman 2006, p.
9; Van Leeuwen 2003, p. 577), such programmes are important for the domestic and international competitive potential of HEIs. Evidence from Finland would appear to support such contentions – in that country admittedly minor additional funds to HEIs from the Educational Ministry on the basis of internationalisation through EMI programmes and tuition fees from international students have proved an effective incentive to drive the development of English-medium education (Lehikoinen 2004, p. 45). Equally, beyond tuition fees, it is also important to consider the financial contribution that increased domestic and international student enrolment at HEIs has on the immediate institutional environment and the local economy (cf.