Abstract
The choice for Dutch as the language of instruction and communication in higher education is under increasing pressure in Dutch-speaking regions. Quantitative data on the choice of English as the language of instruction form the starting point for the debate on advantages and disadvantages of this development. In view of this discussion, it is interesting to gain more insight into how English is used in higher education in practice. This paper is devoted to a case study at Hasselt University. We focus on aspects of English as the medium of instruction in relation to the quality of education and phenomena that occur in the practice of teaching. The results are based on questionnaires into the appreciation of students about English-taught courses and interviews with professors who report on their experiences with English-medium instruction
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