Abstract
A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of th ...
Highlights
Background and aimsEuropean higher education institutions are currently preparing for a major influx of exchange students
Building on Klaassen’s earlier experiences in the Netherlands, this study showed that, whilst on the whole students believed that the teaching language had little effect on their learning, the same students could witness to a number of significant differences in their learning when commenting on video footage of teaching situations
In an attempt to illustrate the answers to these questions, we take as our starting point the overall goal of science education, which we argue is the production of scientifically literate graduates
Summary
European higher education institutions are currently preparing for a major influx of exchange students. One of the reasons for this is that there is very little research available into the effects on disciplinary learning in higher education when the language used to teach a course is changed in this way. Until recently no Nordic research had been carried out into the relationship between the teaching language and disciplinary learning at tertiary level This situation changed with the publication of the results of a Swedish study which examined the disciplinary learning of undergraduate physics students who were taught in both Swedish and English (Airey, 2006a, 2006b; Airey and Linder, 2006; 2007). In an attempt to illustrate the answers to these questions, we take as our starting point the overall goal of science education, which we argue is the production of scientifically literate graduates
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