Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 20:15:30 EET
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99 ERC SES 05 B: Language Policy and Multilingualism
Paper Session
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99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Multilingualism in Higher Education in Norway: Student Perceptions on the Role and Use of English and Norwegian. University of Oslo, Norway Presenting Author:The use of English in higher education is becoming increasingly common in our globalised world including in countries such as Norway. English is widely used as the language of instruction, research, and academic publication in Norway, often justified by institutional aims to be more international and increase global academic visibility. Over several decades this development has raised concerns about the status and use of the Norwegian language in higher education. Research on English as a medium of instruction in higher education in Scandinavia has examined the language policies of higher education institutions (Björkman, 2015), and how English is used in higher education (Kuteeva and Airey, 2014). However, research is lacking on how students perceive and experience the use of English in higher education, particularly in Norway. This thesis contributes to filling that gap by examining the perceptions, and experiences, of students at the University of Oslo (UiO) regarding the use of English and multilingualism at the university. This study explores the multiple factors that could affect students’ experiences and perceptions by asking: a) How do students experience the use of English and Norwegian in their studies?; b) To what extent do students express challenges with using English or Norwegian in higher education?; c) How do students view the overall roles of English and Norwegian in higher education?; d) What perspectives do students express about balancing the use of English and Norwegian in higher education? Students’ perspectives were collected through an online survey followed by semi-structured interviews with a selection of students from different faculties and levels. Theories of language domains and domain loss (Fishman, 1972; Haberland, 2005), language and symbolic power, and linguistic capital (Bourdieu, 1991) are applied to understand students’ perspectives on the use of different languages in higher education. This study finds that most students actively draw on their linguistic repertoires and employ a range of different multilingual practices to aid their understanding of content. Challenges relating to modality tend to be individual to students, however, the biggest challenge reported by the vast majority is the lack of Norwegian terminology or issues with not understanding the relationship between Norwegian translations of English terminology. In terms of how students perceived the role and balance of English and Norwegian, many believe that English plays a vital role in international accessibility both for students and institutions, but a significant proportion discussed how Norwegian should be given more space for a variety of reasons, including the societal obligation higher education has for information dissemination to the general public. Methodology, Methods, Research Instruments or Sources Used This study uses a mixed methods approach with a focus on qualitative data. First, an online survey was used to collect input from a large group of students across fields and degree programs. The survey collected background information, including study programme and amount of English teaching, and English texts assigned. The survey also included student self-reported English skills, Likert scale questions to collect opinions and perceptions about language use at the university, and open-ended questions so that respondents could share experiences relating to language in higher education. They online survey was available in both English and Norwegian, enabling students to choose which language they understand best and would be most comfortable answering in. The survey collected 144 responses in total from across 6 Faculties. Responses were collected from both BA and MA students. Survey data was analysed to identify trends and variation across Faculties and programs. In addition to the survey, semi-structured interviews with a selection of participants were used in order to gain a deeper understanding of student experiences and opinions. The interviews used the data from the surveys as a starting point to build on issues emerging in the survey. A total of six interviews were conducted, and participants were selected from the list of survey respondents ensuring participants from a range of different areas of study and study levels were interviewed. Interviews were audio recorded and transcribed. The interview data was then analysed using pre-established themes linked to the conceptual framework as well as emergent themes that were developed from the data. Conclusions, Expected Outcomes or Findings This study finds that most students actively draw on their linguistic repertoires and employ a range of different multilingual practices to aid their understanding of content. Challenges relating to modality tend to be individual to students, however, the biggest challenge reported by the vast majority is the lack of Norwegian terminology or issues with not understanding the relationship between Norwegian translations of English terminology. In terms of how students perceived the role and balance of English and Norwegian, many believe that English plays a vital role in international accessibility both for students and institutions, but a significant proportion discussed how Norwegian should be given more space for a variety of reasons, including the societal obligation higher education has for information dissemination to the general public. References Björkman, B. (2015). Attitudes towards English in university language policy documents in Sweden. In Attitudes towards English in Europe (Vol. 2, pp. 115–137). De Gruyter Mouton. Bourdieu, P. (1991). Language & Symbolic Power. Polity Press. Fishman, J. A. (1972). Sociolinguistics: A brief introduction. Newbury House Publications. Haberland, H. (2005). Domains and domain loss. In B. Preisler, A. Fabricius, H. Haberland, S. Kjærbeck, & K. Risager, The Consequences of Mobility: Linguistic and Sociocultural Contact Zones (pp. 227–237). https://ojs.ruc.dk/index.php/mobility/article/view/5350 Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in higher education: Reflections on recent language policy developments. Higher Education, 67(5), 533–549. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper English Medium Instruction in Emerging Contexts: Vocational Teachers’ Negotiation of Language Policies in Finnish VETs. 1: University of Turku, Finland; 2: Åbo Akademi, Finland Presenting Author:This study investigates the enactment of English as a medium of instruction (EMI) within Finnish vocational education, a context which recently began to attract wider interest due to national and global shifts in language policy, mobility and labour market demands. Traditionally characterized by a strong national commitment to bilingualism in Finnish and Swedish, it has increasingly incorporated English into educational (students) and professional (teachers) domains. Despite this, existing research demonstrates that EMI within Finnish education remains under researched, and within VET it is even more scarcely researched despite its central role in the national economic and labour market strategies. As a result, very little is known about how vocational teachers enact EMI in daily pedagogical practice, how they navigate and interpret the policy, and how they negotiate and respond to shifting language expectations. The objective of this study is to draw research attention to the hidden complexities of vocational teachers’ policy enactment. We ask i) how vocational teachers can be supported to mobilise their knowledge as experts of the profession/vocation, in a linguistically diverse learning environment? ii) How can a linguistically responsive pedagogy intervention support vocational teachers’ language strategy and pedagogical strategy in their use of EMI? Considering that Finland is situated as a country where English functions primarily as a foreign language rather than an institutionalized national medium, the Finnish VET sector presents a particularly compelling context for examining the integration of English into vocational teaching, a relatively new and evolving phenomenon. To capture the nuances of English varieties in a learning environment and teachers’ linguistic competence, we apply Kachru’s model of World Englishes (1985) to conceptualise English in Finland as belonging to the Expanding Circle, and the Finnish vocational education as an emerging context of EMI. Using the theory of policy enactment (Ball, et al., 2011) and the theory of social practice and the historical production of persons (Holland & Lave, 2019) as a theoretical framework for this study, vocational teachers are positioned as active policy actors and knowledge brokers (Lockton et al., 2022). While the theory of policy enactment highlights the importance of locating contexts which shape, constrain and modify enactment, the theory of social practice highlights the integrated study of persons, local practice and their long-term historically institutionalized struggles. Both theories contribute to the discourse of historical productions of person(professions), considering that vocational teachers tend to be neglected in VET policy research. Therefore, re-conceptualizing vocational teachers as knowledge brokers and positioning them as connectors who, through their brokering relationship, ensure that knowledge is mobilized from where it is produced to where it is needed- disconnected others. This paper aims to contribute to the discourse about knowing and acting in the midst of uncertainties and poly-crisis of current conditions in education. It explores how scholarly knowledge in education from a case study can be used to understand and address the shifting conditions in which vocational education exists locally and globally. Methodology, Methods, Research Instruments or Sources Used A qualitative research design using a combined approach of policy ethnography, case study ethnography and practical action research to gather new empirical data from one vocational program at a vocational school in Finland. Three seminars and two workshops are planned with a focus on two broad themes: EMI-specific trainings and implementing a linguistically responsive pedagogy. Together with six teachers and one key person in the role of an administrator, we explore the problem of teachers’ linguistic difficulties and insecurities in a linguistically diverse learning environment, and how to collaboratively develop solution(s) that support teachers’ knowledge mobilization. Case study ethnography allows research insights and access to practices that are often overlooked in formal policy documents or conventional evaluation frameworks. In the context of EMI, many of the challenges experienced by teacher-participants, such as negotiation of linguistic repertoires, classroom communication strategies, and emotional responses to language expectations, are subtle, situational, and highly embedded within the social fabric of classroom life. By focusing on the textured reality of teachers’ work, the methodology makes it possible to uncover practical barriers, emotional experiences, and adaptive strategies that shape EMI enactment but are not easily captured by surveys or performance indicators. This depth and sensitivity are particularly important to emerging EMI contexts of Finnish VET, where institutional capacity, teacher training, and linguistic expectations are still developing. Policy ethnography amplifies case study ethnography further by foregrounding the notion that policy is not simply implemented but enacted through a series of interpretive, negotiated, and sometimes contested practices. It therefore provides conceptual and analytical tools to explore how teachers make sense of EMI, how they adapt it to local needs, and how broader institutional and societal contexts shape their enactment. Overall, the methodology supports a nuanced and holistic understanding of EMI practice in vocational education, aligning with contemporary calls for context-sensitive and practice-oriented research in language policy. Considering a key characteristic of practical action research, is to provide opportunities for reflectivity of own practices (Creswell, 2012); taken together with a multi-layered analytical approach: content analysis, thematic, and analysis through discussion, these tools enable a multi-perspective understanding of EMI enactment. They embrace the complexity and multidimensionality of policy-in-practice and recognise that language policy is co-constructed through daily pedagogical decisions, resource constraints, professional identities, and relational dynamics within classrooms. Conclusions, Expected Outcomes or Findings Preliminary case study findings reveal that first, teachers’ English proficiency varied widely, with some possessing limited linguistic competence that affected their ability to apply their pre-existing pedagogical strategies. They also reported challenging experiences with understanding diverse English varieties and accents used by students, particularly in oral communication. These difficulties were even more compounded when teachers encountered students whose English proficiency exceeded their own, resulting in feelings of insecurity and reduced confidence. Second, some teachers struggled to draw fully on their pedagogical expertise when teaching through English; this is because of the cognitive load involved in translating from Finnish to English during content delivery and navigating cultural differences. Third, broader systemic tensions which include, insufficient EMI-specific training, institutional constraints (heavy workloads, fragmented worktime), system-wide reforms in 2018, and recent deep budget cuts which limited access to mediated support affected EMI enactment in Finnish VET. Despite Finland’s strong educational reputation and historically high teacher autonomy within a high trust society, contemporary governance trends and demographic shifts placed new demands on teachers without necessarily providing corresponding institutional support. As a result, teachers experience EMI as both a professional challenge and a site of negotiation between policy ambitions and practical realities. In response to these findings, a planned practical action research intervention hopes to capture empirical evidence about how vocational teachers can be supported during enactment and proposes that the outcomes from the intervention can inform future expansions to other vocational programs and institutions. References Ball, S.J., Maguire, M., & Braun, A. (2011). How Schools Do Policy: Policy Enactments in Secondary Schools (1st ed.). Routledge. https://doi.org/10.4324/9780203153185 Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson. Finnigan, K. S., Daly, A. J., Caduff, A., & Leal, C. C. (2021). The role of brokers in connecting educational leaders around research evidence. In M. S. Weber & I. Yanovitzky (Eds.), Networks, knowledge brokers, and the public policymaking process (pp. 129-153). Palgrave Macmillan. Flick, U. (2009). An Introduction to Qualitative Research. (4th ed.). Sage. DOI https://elearning.shisu.edu.cn/pluginfile.php/35310/mod_resource/content/2/Research-IntroFlick.pdf Gordon, T., Holland, J., & Lahelma, E. (2001). Ethnographic research in educational settings. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 188-203). Sage. Holland, D., & Lave, J. (2019). Social Practice Theory and the Historical Production of Persons. In Edwards, A., Fleer, M., Bøttcher, L. (Eds) Cultural-Historical Approaches to Studying Learning and Development. Perspectives in Cultural-Historical Research, 6. https://doi.org/10.1007/978-981-13-6826-4_15 Isacsson, A., Amhag, L., & Stigmar, M. (2018). The content, challenges and values that form Nordic Vocational Teacher Education. Ammattikasvatuksen aikakauskirja, 20(2), 38–50. Kachru, B.B. (1985) English in the World. Cambridge University Press, Cambridge. Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford University Press. Mežek, S. & Björkman, B. (2024). English-medium instruction in higher education in Scandinavia. In K. Bolton, W. Botha, & B. Lin. (eds.). (2024). The Routledge Handbook of English-Medium Instruction in Higher Education (1st ed.). Routledge. https://doi.org/10.4324/9781003011644 ReferNet Finland; Cedefop (26.4.2023). Finland: more VET provided in English. National news on VET. Retrieved May 4, 2023, from: Finland: more VET provided in English | CEDEFOP Government proposal on the pilot of enterprise resource planning in vocational education and training and related acts - OKM - Ministry of Education and Culture, Finland. Tapani, A. and Salonen, A. (2019). Identifying teachers’ competencies in Finnish vocational education. International Journal for Research in Vocational Education and Training (IJRVET) 6(3), Accessed April 2022 from https://doi.org/10.13152/IJRVET.6.3.3 Upola, S. & Löfgren,S. (2025). Varma menneisys, epävarma tulevaisuus. Tutkimus osana ammattillisen koulutuksen tulevaisuuden ennakointia ja kehittämistä. Ammattikasvatuksen aikakauskirja, 27 (3), 4–25. (Certain past, uncertain future- Research as a part of anticipation and development of the future of vocational education and training.) Retrieved November 1, 2025, from: https://doi.org/10.54329/akakk.176388 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper ***WITHDRAWN*** “Deutsch or the Door?” An Empirical Phenomenological Study of Non-Native Lecturers at the University of Vienna through Critical Discourse PolicyAnalysis University of Vienna (Austria), Austria Presenting Author:Objectives and Research Questions This dissertation aims to demonstrate how Austria’s coercive national language-policy, inaugurated by the 2017 Integration Agreement (Integrationsvereinbarung), is reproduced at the University of Vienna (Sprachenkonzept der Universität Wien) and affects non-native lecturers. RQ1 - To what extent do prior CEFR level and L1 FSI difficulty predict certified C1 German attainment within two years? RQ2 - How do the Integration Agreement and the University of Vienna language policy discursively construct mandatory German proficiency as coercive obligation rather than inclusionary support? RQ3 - What are the essential lived structures of experience for non-native lecturers subjected to mandatory German obligations? (including my own autoethnography.) Methodology, Methods, Research Instruments or Sources Used Convergent mixed-methods design. Quantitative strand: full cohort of non-native lecturers hired 2015–2025 at the University of Vienna (N = 350–400) - HR language-certification records, staff-survey data on job satisfaction and retention intent; binary logistic and linear regression models (SPSS) testing predictive power of prior CEFR level and L1 FSI difficulty category. Qualitative/critical strand: Critical Discourse Analysis (Fairclough’s three-dimensional model) of the 2017 Integrationsvereinbarung and the University of Vienna Sprachenkonzept (2018) and employment-contract language clauses. Phenomenological strand: semi-structured interviews with 12–15 non-native lecturers + my autoethnographic corpus (2025–2027), analysed hermeneutically (van Manen, 2014) and via Interpretative Phenomenological Analysis (Smith et al., 2009). Conclusions, Expected Outcomes or Findings Higher prior CEFR levels and easier L1 FSI categories are expected to significantly predict faster C1 attainment, higher job satisfaction, and stronger retention intent among non-native lecturers. Critical Discourse Analysis will reveal that the University of Vienna’s Sprachenkonzept and employment clauses reproduce the Integrationsvereinbarung 2017’s coercive assimilationist logic, presenting mandatory German proficiency as individual responsibility while institutionalising surveillance and exclusion. Empirical-phenomenological analysis is anticipated to uncover shared structures of linguistic shame, hyper-vigilance, and fractured professional identity. The thesis will propose concrete, evidence-based alternatives to replace punitive language mandates with genuine multilingual inclusion. References Anderson, K.T. and Holloway, J. (2020) 'Discourse analysis as theory, method, and epistemology in studies of education policy', Journal of Education Policy, 35(2), pp. 188-221. Austrian Federal Government (2017) Integrationsgesetz - IntG. Böheim, R. and Mayr, K. (2018) Evaluation of Austrian integration measures. Vienna: WIFO. Cohen, L., Manion, L., & Morrison, K. (2018) Research methods in education. 8th edn. London: Routledge. Cox, J. and Cox, K. B. (2008) Your opinion, please! How to build the best questionnaires in the field of education. Thousand Oaks, CA: Corwin Press. Creswell, J. W. (1994) Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications. Creswell, J. W. and Plano Clark, V. L. (2018) Designing and conducting mixed methods research. 3rd edn. Thousand Oaks, CA: Sage Publications. Crotty, M. (1998) The foundations of social research: Meaning and perspective in the research process. London: Sage. Fairclough, N. (1995) Critical Discourse Analysis: The Critical Study of Language. London: Longman. Field, A. (2018) Discovering statistics using IBM SPSS statistics. 5th edn. London: Sage Publications. Floyd, J. and Fowler, J. (2014) Survey research methods. Applied Social Research Methods. London: Sage. Hyatt, D. (2013) 'The critical higher education policy discourse analysis framework', in Theory and Method in Higher Education Research, pp. 41-59. Krzyżanowski, M. and Wodak, R. (2011) 'Nationalism in language policy', Language Policy, 10(2), pp. 115-136. Mourão Permoser, J. (2019) 'Civic integration as symbolic politics', Ethnic and Racial Studies, 42(15), pp. 2637-2655. Smith, J. A., Flowers, P., & Larkin, M. (2009) Interpretative phenomenological analysis: Theory, method and research. London: SAGE Publications. Strasser, S. and Kronberg, A. (2015) Integration policies and immigrant agency: A comparative study. Vienna: University of Vienna Press. Tashakkori, A. and Teddlie, C. (eds.) (2003) Handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: Sage Publications. United States Department of State (n.d.) Foreign language training. Foreign Service Institute. Available at: https://www.state.gov/foreign-service-institute/foreign-language-training (Accessed: 5 November 2025). Van Dijk, T.A. (2006) 'Ideology and discourse analysis', Journal of Political Ideologies, 11(2), pp. 115-140. van Manen, M. (2014) Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Wodak, R. and Meyer, M. (2009) Methods of Critical Discourse Analysis. 2nd edn. London: SAGE. | ||