This volume explores a highly topical applied linguistic issue: the spreading of English-medium courses and programmes in Higher Education. Hailed as a ticket to internationalisation, English is fast becoming a popular educational medium also at universities with a long-standing tradition of using the national languages for all academic purposes. By combining recent thinking into content and language integrated teaching and learning, discipline-specific language use and university language policies, the editors argue in the introduction that research can now offer principled insights into the practices of using English as an additional language for tertiary-level teaching and learning. By way of illustrating the diversity of such realities and their dynamic complexities, the individual contributions report on current empirical investigations taken from different European countries and discuss diverse aspects of English-medium tertiary education, such as classroom discourse, focus on form, English as a lingua franca, English for specific purposes, lecturer beliefs, language policies, as well as bi- and multilingualism.
1. Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe (by Smit, Ute); 2. Articles; 3. ICL at the micro level: L2 speakers taking on the role of language experts (by Hynninen, Niina); 4. Focus on form in ICLHE lectures in Italy: Evidence from English-medium science lectures by native speakers of Italian (by Costa, Francesca); 5. Academics' beliefs about language use and proficiency in Spanish multilingual higher education (by Fortanet-Gomez, Inmaculada); 6. "I don't teach language": The linguistic attitudes of physics lecturers in Sweden (by Airey, John); 7. English-medium programmes at Austrian business faculties: A status quo survey on national trends and a case study on programme design and delivery (by Unterberger, Barbara); 8. A postscript on institutional motivations, research concerns and professional implications (by Dalton-Puffer, Christiane)