Evolving Agendas in European English-Medium Higher Education: Interculturality, Multilingualism and Language Policy

259 Pages·2016·1.94 MB·English

by  Clive W. Earls (auth.)

Evolving Agendas in European Engli sh-Medium
Higher Education

Evolving Agendas in
European English-Medium
Higher Education
Interculturality, Multilingualism and
Language Policy
Clive W. Earls
National University of Ireland Maynooth
© Clive W. Earls 2016
Softcover reprint of the hardcover 1st edition 2016 978-1-137-54311-0
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ISBN 978-1-349-56040-0 ISBN 978-1-137-54312-7 (eBook)
DOI 10.1057/9781137543127
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Library of Congress Cataloging-in-Publication Data
Earls, Clive W., 1984– author.
Evolving agendas in European English-medium higher education :
interculturality, multilingualism and language policy / Clive W. Earls.
pages cm
Thesis – University of Limerick, Ph.D., 2013.
Revision of “An exploration of language-in-education policy and practice: the
experience of English-medium degree programmes in Germany”, 2013.
1. English language—Study and teaching (Higher)—Europe. 2. Intercultural
communication—Study and teaching (Higher)—Europe. 3. Multilingualism—
Study and teaching (Higher)—Europe. 4. Interdisciplinary approach in
education—Europe. 5. Language policy—Europe. I. Title.
PE1068.E92E97 2016
428.0071'14—dc23 2015027271
Typeset by MPS Limited, Chennai, India.
For my mum, Jackie, whose loss has been, and
continues to be, most profoundly felt, and whose
strength of character, courage in adversity and love
will inspire me for the rest of my life.

Contents
List of Figures and Tables ix
Acknowledgements xi
List of Abbreviations xiii
Introduction 1
I.1 The study and data 3
I.2 Structure of the book 8
1 English in Contemporary German Society and English
Medium-of-Instruction Programmes 11
Introduction 11
1.1 Changing dynamics in the linguae francae of science 12
1.2 English in contemporary German society 19
1.3 English in the German higher education system 24
1.4 EMI programmes: genesis and current realities 29
Conclusion 34
2 Language Policy and Planning in 21st-Century Europe 35
Introduction 35
2.1 Language policy, planning and management:
defining the field 36
2.2 Language policy and education 48
2.3 Language policy as experiences 54
2.4 Deciphering and understanding language policy and
planning 56
Conclusion 59
3 Internationalisation, Globalisation and English-Medium
Higher Education 60
Introduction 60
3.1 Globalisation vs internationalisation 61
3.2 The globalisation factor in internationalisation 63
3.3 Changing dynamics in internationalisation 65
3.4 Bologna, Lisbon and beyond: English as the language of
internationalisation 68
3.5 Internationalisation through EMI: rationales and benefits 73
3.6 Challenges to implementing EMI 80
vii
viii Contents
3.7 Implications of EMI 94
Conclusion 102
4 English Medium-of-Instruction Programmes as Platforms
of Intercultural Teaching and Learning 104
Introduction 104
4.1 A tripartite understanding of intercultural ecologies,
ideologies and planning 105
4.2 The creation of an intercultural ‘Third Space’ 125
4.3 Interculturality of the pedagogy: from ‘Double Knowing’
to ‘Triple Knowing’ 131
Conclusion 144
5 English Medium-of-Instruction Programmes as a
Mechanism of ‘Brain Drain, Gain and Circulation’ 146
Introduction 146
5.1 Mitigating ‘brain drain’ 146
5.2 Pursuing ‘brain gain’ and ‘brain circulation’ 151
Conclusion 160
6 English Medium-of-Instruction Programmes as a
Concomitant Challenge to, and Mechanism of,
Implicit German Language Policy 163
Introduction 163
6.1 Challenging implicit German language policy 163
6.2 Facilitating the promotion of German language
and culture 172
Conclusion 187
7 English Medium of Instruction at Higher Education:
Advancing Understanding of the Phenomenon 189
Introduction 189
7.1 The achievements and deficits of EMI 190
7.2 An empirically derived model of language policy for
EMI programmes 193
7.3 Limitations of the current study 198
7.4 Advancing the field: avenues for further inquiry 199
Conclusion 201
Notes 203
References 207
Index 235
List of Figures and Tables
Figures
I.1 Sample population divided into meta-cohorts and
sub-cohorts 6
1.1 The ‘Catherine Wheel’ model 19
1.2 The ‘Catherine Wheel’ – catalysts to English’s growth in
German society 23
1.3 The ‘Catherine Wheel’ – catalysts to English’s growth in
German HE 27
1.4 Domestic and international developments impelling the
introduction of EMI programmes 31
1.5 Comparison of Maiworm and Wächter (2002; 2008) and
DAAD (2009; 2011; 2015) datasets on the total number of
EMI programmes offered in Germany 33
2.1 Hierarchical constellation of languages within the EU 44
2.2 A tripartite model of language policy 57
3.1 Model of knowledge-transfer appropriateness for ‘Double
Knowing’ 86
4.1 De facto hierarchy of languages within the EMI programmes
studied, according to German and international students’
reported ideologies and practices 116
4.2 Current ‘simplification’ style of intercultural communication
and interaction within the EMI programmes studied 126
4.3 The proposed ‘Third Space’ of intercultural communication
and interaction within the EMI programmes studied 127
4.4 Hierarchy of language usage within a ‘Third Space’ of the
EMI programmes studied 128
5.1 The ‘Catherine Wheel’ model illustrating the relationship
between planning, ecology and ideology regarding Gfl
within the EMI programmes studied 155
ix