Abstract
An increasing number of Nordic university programmes are offered in English. Consequently, students are expected to carry out academic activities in English rather than the local language. Through ethnomethodological conversation analysis of video recordings of student project group meetings, this article explores how students orient to English in their everyday academic and linguistic practices, focusing on students’ orientations to language proficiency and language choice as resources for displaying academic competence and literacy.
Highlights
In a growing number of Nordic degree programmes, the language of teaching and learning is English, either by official decision or de facto
Studies that focus on the attitudes, experiences and practices of students in internationalised universities rarely topicalise academic activities (Airey & Linder, 2008), focusing instead on linguistic aspects of internationalisation, for instance language norms (Söderlundh, 2013) or on English as a lingua franca
This study aims to fill the gap indicated above by addressing student practices in relation to academic activities in internationalized settings
Summary
In a growing number of Nordic degree programmes, the language of teaching and learning is English, either by official decision or de facto. This group treats proficiency in English as a relevant resource for doing being academically competent in the activity at hand.
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