The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?
The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?
复制标题
北欧国家英语教学的扩展：自上而下的大学语言政策能否鼓励自下而上的学科素养目标？
DOI：
10.1007/s10734-015-9950-2
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发表时间：
2015
期刊：
影响因子：
5
通讯作者：
V. Schwach
中科院分区：
文献类型：
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作者：
J. Airey;K. Lauridsen;Anne Räsänen;L. Salö;V. Schwach
最近，在《博洛尼亚宣言》和类似的国际倡议之后，以英语授课的大学课程和方案的数量迅速增加。调查一直表明，北欧国家走在了英语教学(EMI)这一趋势的前沿。在本文中，我们讨论了四个北欧国家(丹麦、芬兰、挪威和瑞典)引入EMI的情况。我们介绍了这些国家的教育背景和EMI的争论，并总结了相关的研究成果。在此基础上，对其他国家在高等教育中引入EMI提出了一些尝试性的建议。特别是，我们对大学语言政策及其与教职员工日常工作的相关性感兴趣。我们对一刀切的大学语言政策提出了问题，建议为了让政策被视为相关政策，它们需要足够灵活，以考虑到学科差异。在这方面，我们对大学语言政策和EMI课程大纲的内容提出了一些具体的建议。在这里，我们建议大学语言政策应该鼓励对学科素养目标的讨论，并要求课程大纲详细说明特定学科的语言学习结果。
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 disciplinary-specific language-learning outcomes.
DOI：
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发表时间：
2002
期刊：
影响因子：
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