Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-18T17:06:14.289Z Has data issue: false hasContentIssue false

Chapter 7 - Supporting English Medium Instruction at German Institutions of Higher Education

from II - The Transmission of English

Published online by Cambridge University Press:  11 November 2019

By
Susanne Göpferich ,
Ina Alexandra Machura  and
Janine T. Murphy
Edited by
Raymond Hickey
Raymond Hickey
Affiliation:
Universität Duisburg–Essen
Get access

Summary

In the wake of the Bologna Declaration, the number of courses and programmes taught in English has been increasing continuously across European institutions of higher education (HEIs). Courses taught in the paradigm of English-Medium Instruction (EMI) or English as ‘the language of learning and teaching’ (LoLT; van der Walt and Klapwijk 2015) have begun to replace programmes taught in the national language(s) (cf. Björkmann 2013). The number of programmes taught entirely in English has increased by more than a factor of ten in Europe since 2001 and amounted to over 8,000 by 2014 (Wächter and Maiworm 2014: 36).

Type
Chapter
Information
English in the German-Speaking World , pp. 114 - 140
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Airey, John, Lauridsen, Karen M., Räsänen, Anne, Salö, Linus and Schwach, Vera, 2017. The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education 73(4): 561–76.Google Scholar
Ball, Phil and Lindsay, Diana 2013. Language demands and support for English-medium instruction in tertiary education. Learning from a specific context. In Doiz, Aintzane, Lasagabaster, David and Sierra, Juan Manuel (eds.) English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters, pp. 44–61.Google Scholar
Ball, Phil, Kelly, Keith and Clegg, John 2015. Putting CLIL into Practice: Oxford Handbooks for Language Teachers. Oxford: Oxford University Press.Google Scholar
Björkmann, Beyza 2013. English as an Academic Lingua Franca: An Investigation of Form and Communicative Effectiveness. Berlin: Walter de Gruyter.Google Scholar
Cheng, Rui 2017. A sneak peek at training English-medium instructors in China: University instructors’ perspectives on training programs in English-speaking countries. Journal of Immersion and Content-Based Language Education, 5(1): 87–109.Google Scholar
Connor, Ulla M. 1996. Contrastive Rhetoric: Cross-cultural Aspects of Second-Language Learning Writing. Cambridge: Cambridge University Press.Google Scholar
DAAD 2017. International Programmes in Germany 2017. www.daad.de/deutschland/studienangebote/international-programs/en/. Last accessed: 31 July 2017.Google Scholar
Doiz, Aintzane, Lasagabaster, David and Sierra, Juan Manuel 2011. Internationalisation, multilingualism and English-medium instruction. World Englishes 30(3): 345–59.Google Scholar
Earls, Clive W. 2016. Evolving Agendas in European English-Medium Higher Education: Interculturality, Multilingualism and Language Policy. New York: Palgrave MacMillan.Google Scholar
German Ministry of Education (n.d.). Der Bologna-Prozess - die Europäische Studienreform. www.bmbf.de/de/der-bologna-prozess-die-europaeische-studienreform-1038.html. Last accessed: 14 May 2018.Google Scholar
Gierlinger, Erwin Maria 2017. Teaching CLIL?: Yes, but with a pinch of SALT. Journal of Immersion and Content-Based Language Education. 5(2): 187–213.Google Scholar
Göpferich, Susanne 2016. Writing centres as the driving force of programme development: From add-on writing courses to content and literacy integrated teaching. Journal of Academic Writing 1(1): 41–58. http://dx.doi.org/10.18552/joaw.v6i1.218. Last accessed: 31 May 2019.Google Scholar
Göpferich, Susanne 2017. Cognitive functions of translation in L2 writing. In Schwieter, John W. and Ferreira, Aline (eds.) The Handbook of Translation and Cognition. Hoboken: John Wiley & Sons Inc., pp. 402–22.Google Scholar
Hellekjœr, Glenn Ole 2010. Lecture comprehension in English-medium higher education. Hermes – Journal of Language and Communication Studies 23(45): 11–34.Google Scholar
Hellmann, Jochen and Pätzold, Matthias 2005. Internationae Studiengänge: Wer braucht so etwas? [International courses of study. Who needs such things?] In Motz, Markus (ed.) Englisch oder Deutsch in Internationalen Studiengängen? [English or German in International Degree Programmes]. Frankfurt am Main: Peter Lang, pp. 17–30.Google Scholar
Helm, Francesca and Guarda, Marta 2015. ‘Improvisation is not allowed in a second language’: A survey of Italian lecturers’ concerns about teaching their subjects through English. Language Learning in Higher Education 5(2): 353–73.Google Scholar
Horner, Bruce, NeCamp, Samantha and Donahue, Christiane 2011. Toward a multilingual composition scholarship: From English only to a translingual norm. College Composition and Communication 63(2): 269–300.Google Scholar
Hüttner, Julia, Mehlmauer-Larcher, Barbara, Schiftner, Barbara and Reichl, Susanne (eds.) 2012. Theory and Practice in EFL Teacher Education: Bridging the Gap. Bristol: Multilingual Matters.Google Scholar
Kaplan, Robert B. 1966. Cultural thought patterns in intern-cultural education. Language Learning 16(1–2): 1–20.Google Scholar
Kaplan, Robert B. 1987. Cultural thought patterns revisited. In Connor, Ulla M. and Kaplan, Robert B. (eds.) Writing across Languages: Analysis of L2 Text. Reading, MA: Addison-Wesley, pp. 9–21.Google Scholar
Lasagabaster, David 2017. Integrating content and foreign language learning: What do CLIL students believe? Journal of Immersion and Content-Based Language Education 5(1): 4–29.Google Scholar
Lorenzo, Francisco, Casal, Sonia and Moore, Pat 2010. The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation. Applied Linguistics 31(3): 418–42.Google Scholar
Machura, Ina Alexandra in press. Analyzing native language use in foreign-language writing processes: Are translation students at an advantage? Fachsprache Special Issue of Fachsprache: International Journal of Specialized Communication.Google Scholar
Matsuda, Paul Kei 1997. Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing 6(1): 45–60.Google Scholar
Organisation for Economic Co-operation and Development 2017. Enrolment of international students by origin. https://stats.oecd.org/Index.aspx?DataSetCode=EDU_ENRL_MOBILE. Last Accessed: 14 May 2018.Google Scholar
Toth, Jeanette 2017. English First. Policy and practice in a Swedish EMI primary class. Journal of Immersion and Content-Based Language Education 5(2): 214–347.Google Scholar
Tsimpli, Ianthi Maria 2017. Multilingual education for multilingual speakers. Languages, Society and Policy. Policy paper. DOI: 10.17863/CAM.9803.CrossRefGoogle Scholar
Universities, UK 2014. International Students in Higher Education: The UK and its Competition. www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2014/international-students-in-higher-education.pdf. Last accessed: 14 May 2018.Google Scholar
Urmeneta, Cristina Escobar 2012. Content-rich language learning in context-rich classrooms. Jornades de l’Associació de Professors d’Anglès de Catalunya 74: 39–47.Google Scholar
van der Walt, Christa and Klapwijk, Nanda 2015. Language of learning and teaching in a multilingual school environment: What do teachers think? Language Matters 46(2): 293–318.CrossRefGoogle Scholar
Wächter, Bernd and Maiworm, Friedhelm (eds.) 2014. English-Taught Programmes in European Higher Education. The State of Play. Bonn: Lemmens Medien.Google Scholar
Werther, Charlotte, Denver, Louise, Jensen, Christian and Mees, Inger M. 2014. Using English as a medium of instruction at university level in Denmark: The lecturer’s perspective. Journal of Multilingual and Multicultural Development 35(5): 443–62.Google Scholar
Vinke, Adriana, Snippe, Joke and Jochems, Wim 1998. English-medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education 3(3): 383–94.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×