What can we learn from practice about changing the instructional language? : impacts and teaching techniques

Detailed View

V. Foreign Higher Education and Education Systems, International Relations, Bilateral Relations
B. Essays, Commentaries, Statements

Author	WILKINSON, Robert
Title	What can we learn from practice about changing the instructional language? : impacts and teaching techniques
Publication year	2011
Source/Footnote	In: Internationalisation of European Higher Education : an EUA/ACA Handbook / Ed.: Michael Gaebel ... - Berlin : Raabe, 2011. - D 3.6. - S. 1 - 16
Inventory number	31205
Keywords	Ausland : Niederlande : einzelne Hochschulen ; Fremdsprachen
Abstract	For an increasing number of programmes, universities have been changing the language of instruction, typically to English, as a response to the challenges of internationalization and the harmonization of higher education in Europe. The reasons for the introduction of English-medium of instruction (EMI) have varied over the past 25 years, as illustrated by the example of Maastricht University. This article looks at the impact of EMI on learning, and in particular on the ways in which university teachers have adapted instructional techniques to cope with the changing context. Research shows no evidence that in full EMI programmes content learning is adversely affected by the change of language of instruction. (HRK / Abstract übernommen)
Signature	V 10 INTE