1 Knowledge Communication, Aarhus School of Business, Aarhus BSS, Aarhus University2 Department of Language and Business Communication, Aarhus School of Business, Aarhus BSS, Aarhus University3 English teaching group, Aarhus School of Business, Aarhus BSS, Aarhus University4 Århus Universitet5 School of Communication and Culture - English Business Communication, School of Communication and Culture, Arts, Aarhus University6 Kungliga Tekniska Högskolan & Stockholms Universitet7 School of Communication and Culture - English Business Communication, School of Communication and Culture, Arts, Aarhus University
One aspect of, and one reason for, the internationalisation of Scandinavian universities is the increasing number of exchange students and postgraduates from outside Scandinavia attending courses here. Few of these students are primarily motivated by a desire to learn the local language. In fact it is widely believed that many of them live in a lingua-franca English-speaking environment, so that Erasmus contributes to linguistic homogenisation rather than new This paper reports results of a study of the language environment and language learning experiences of some hundred Erasmus exchange students in two institutions in Sweden and two in Denmark . Subjects had French, German and Spanish as mother tongues. This design is intended to enable the identification of language/culture-specific factors, individual ones, and factors due to institutional policy or attitudes. The students were interviewed three times over the course of a term on which languages they used with whom, and how they perceived their English and Swedish as developing, and their language was also tested informally. A striking result was that a number of well-motivated students in certain subjects were able to attend lectures in Swedish after only a few weeks of courses. Nevertheless, most subjects spoke English most of the time, and mother-tongue use decreased as social groups came to be more integrated across national boundaries. Contact with Swedes was limited , but strongly associated with sport participation, which once again provides clearly situationalised language use. Institutional policies are crucial, in particular the provision of effective tuition in the local language before term begins. A variety of adaptations in the ways and languages in which content is offered can be suggested, leading to more effective integration of local-language and content learning.
Ikke Angivet, 2006
udvekslingsstuderende; Sverige; Danmark; lingua franca engelsk; exchange students; Sweden; Denmark; lingua franca English
Main Research Area:
Integrating Content and Language in Higher Education, 2006