Maria Kuteeva

English as an academic language at a Swedish university: parallel language use and the ‘threat’ of English

In recent years, universities across Europe have increasingly adopted the use of English as an academic lingua franca. Our article discusses current trends in Swedish higher education by presenting the results of a large-scale survey on the use of English conducted at Stockholm University. The survey involved 668 staff and 4524 students and focused on the use of English for academic purposes and students’ and teachers’ attitudes to English as a medium of instruction. The results indicate that complex patterns of academic English use emerge, which are related to the specific discipline studied, the level of instruction (undergraduate versus Masters) and the receptive versus productive use of English. They also indicate that in the sciences the use of English is a pragmatic reality for both teachers and students, whereas in the humanities and social sciences, English is typically used as an additional or auxiliary language in parallel with Swedish.

The parallel language use of Swedish and English: the question of ‘nativeness’ in university policies and practices

As a result of internationalisation, many universities in northern Europe have adopted English as a medium of instruction. At the same time, recent language policies have reinforced the importance of the national language(s) in the academic domain. Parallel language use was introduced and institutionalised in order to ensure students right to receive education in their native language and to protect the national language(s) from the ‘threat’ of English. In this article, I discuss the concept of parallel language use and the extent to which it promotes ‘nativeness’ as a benchmark for language use in educational contexts. Drawing on the data collected at a major Swedish university, I show that the development of academic literacy in English is often mistaken for a need to achieve a native-like proficiency. I argue that academic language competence requires both more and less than a native/native-like competence. Thus, academics and students at Swedish universities may be mixing apples and pears and setting unrealistic goals regarding English proficiency in academic contexts, based on the standard native English norms.

Taming "Tyrannosaurus Rex": English Use in the Research and Publication Practices of Humanities Scholars in Sweden.

Abstract We investigate the current position of English in the language ecology of Swedish academia, with a special focus on the humanities. Semi-structured interviews with 15 informants from the fields of Anthropology, General Linguistics and History were carried out to explore how non-native speakers of English experience using academic English in their research. In contrast to other recent findings, our study shows that while some differences along disciplinary lines emerged, on the whole, English does not pose a significant challenge for scholars when writing for publication. Furthermore, our informants do not perceive themselves to be disadvantaged by their non-native status. The study casts some doubt on Swales’ well-known dinosaur metaphor; while English does indeed dominate in the sphere of international publication in terms of production, multilingual research practices are evident within the research and publication process.

University Language Policies in Estonia and Sweden: Exploring the Interplay between English and National Languages in Higher Education.

ABSTRACT As universities seek to become more international, their need to engage with a wider range of languages, particularly English, seems more prominent. At the same time, universities are also regarded by many stakeholders as key institutions to preserve a given national language and culture. This apparent tension makes universities a fruitful ground to explore relevant issues of language policymaking. This paper analyses language policies in higher education in two northern European countries, Sweden and Estonia. Applying qualitative content analytical tools, we tackle the following questions: (1) what major themes emerge from the analysis of institutional language policy documents in Estonia and Sweden? and (2) how is English perceived in relation to other languages? Our analysis shows that, despite their different historical and sociopolitical trajectories, universities in the two countries tend to adopt similar stances vis-à-vis their language policy developments. There also exist, however, different nuances in approaching the language question, which we interpret as being the result of the particular cultural backgrounds of each country.

“It’s so natural to mix languages” : Attitudes towards English-medium instruction in Sweden

“It’s so natural to mix languages” : Attitudes towards English-medium instruction in Sweden

Academic English as “nobody’s land" : The research and publication practices of Swedish academics

This volume examines the role of English in academic and research settings in Europe and provides recommendations on the challenges posed by the dominance of English over national languages as languages of science and research dissemination; the need for language support for academics that need to disseminate their research in English; and the effect of past and present language policies.