ABSTRACT
This chapter addresses the question whether internationalisation equals Englishisation? The discussion highlights the difference between perceptions of internationalisation in English-speaking countries, where language will often be taken for granted, and other linguistic contexts where the spread of English may happen at the expense of the national or other foreign languages. An examination of the language-political debate in the Nordic countries reveals to what extent English has become the default medium for international education within this region, prompting universities to implement institutional policies of English Only. A second section asks what Englishisation means for university teachers’ ability to convey scientfic knowledge in an effective manner. The discussion centres on the three themes of linguistic competence, communication management, and professional self-image, which have been identified by teachers engaged in the practice of English-medium education. A final section looks at new pedagogic practices developed by lecturers to support students requested to acquire scientific knowledge through a foreign language. The chapter describes three pedagogic tools, adaptation, translinguaging, and scaffolding, using these to demonstrate to what extent international educators are capable of developing pedagogies to address linguistic challenges emerging from internationalisation.
