ABSTRACT
Chapter 1 kicks off the volume, outlining some of the central issues related to English medium instruction in tertiary education in the Northern European higher educational context, in particular through the research carried out at the Center of Internationalisation and Parallel Language Use at the University of Copenhagen, giving the reader a deep and varied insight into the implementation of EMI in a local institutional context. The chapter places the elements of the book’s focal points, the voices of EMI lectures in higher education, within the teacher cognition paradigm.
