By Clive W. Earls
In non-English-speaking international locations, instructing measure programmes throughout the medium of English presents possibilities and demanding situations. This publication explores problems with interculturality, language coverage concerning English and nationwide languages, and the industrial, academic and political agendas in modern day larger schooling in Europe.
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Additional info for Evolving Agendas in European English-Medium Higher Education: Interculturality, Multilingualism and Language Policy
In Germany, such developments are manifested directly in the German Federal Government’s internationalisation motto ‘Brain Gain statt [instead of] Brain Drain’ (BMBF 2000a; 2000b; 2001), describing the role that EMI programmes play in retaining domestic students, accessing the steady flow of international students towards the Englishspeaking realm and retaining such students after HE study. While Scandinavian countries and the Netherlands have actively been introducing EMI programmes since the 1980s, predating all other European countries (Coleman 2006, pp.
1 depicts the components of the ‘Catherine Wheel’ model employed. In effect, the model suggests there is a direct correlation between competence in a language, its social use and desirability as ‘symbolic capital’ (Bourdieu 1986, p. 250), the presence and demand for products in and through the language, and the motivation to learn/ use it, which consequently enhances competence, forming a cyclical process or ‘wheel’. Each of the stages in the cycle is documented within the elliptical discs, while progression between the components of the cycle is illustrated in the figure by means of the unidirectional arrows.
He continues by outlining the important aspects of language planning in the form of an accounting framework to help identify the forces impelling planning activities. ‘What actors, attempt to influence what behaviours, of which people, for what ends, under what conditions, by what means, through which decision-making processes, with what effect’ (Cooper 1989, p. 97 – emphasis added). The prioritisation of ‘actors’ at the beginning of the framework highlights the importance of agency in any language-planning activity and above all the top-down nature of the process.