Language Ideologies Regarding English-Medium Instruction in European Higher Education: Insights from Flanders and Finland

Abstract

This chapter aims to reveal underlying language ideologies regarding English-medium instruction (EMI) in a non-English-speaking context. The case study is based on a comparison between Flanders (the Dutch-speaking part of Belgium) and Finland. In both areas, the `national' language played a seminal role in the construction of a common identity, while in today's academic context, there is an increasing demand for English. Thus, measures have been taken to `promote' the nation's language while at the same time introducing EMI. The analysis draws on language policy research and critical discourse analysis to explore how discourses on one's language and identity are reflected in language policies regarding EMI in Flanders and in Finland. The analysis takes into account the socio-historical context in both regions, and it focuses on current `texts in context' (legislation, university policy). The analysis reveals that Flanders adheres to essentialist views regarding language, whereas Finland takes a more pragmatic approach, which may be due to the fact that Finland was established as an independent nation-state in 1917, whereas Flanders may be regarded as an emerging nation-state.