English as the Lingua Franca in Transnational Higher Education: Motives and Prospects of Institutions That Teach in Languages Other than English

Autor/inn/en	Wilkins, Stephen; Urbanovic, Jolanta
Titel	English as the Lingua Franca in Transnational Higher Education: Motives and Prospects of Institutions That Teach in Languages Other than English
Quelle	In: Journal of Studies in International Education, 18 (2014) 5, S.405-425 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315313517267
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; Case Studies; International Education; Higher Education; Foreign Countries; Program Development; Futures (of Society); Universities; Campuses; Altruism; Second Languages; Institutional Characteristics; Student Recruitment; Program Descriptions; Literature Reviews; Chile; China; Ecuador; France; Laos; Lebanon; Lithuania; Poland; Russia; Sweden; United Arab Emirates + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Programmplanung; Future; Society; Zukunft; University; Universität; Altruistic behavior; Altruismus; Second language; Zweitsprache; Frankreich; Libanon; Litauen; Polen; Russland; Schweden; Vereinigte Arabische Emirate
Abstract	Although there seems to be a wide held assumption that transnational higher education programs have to be taught in English to be legitimate "international" programs, there are a few examples globally of international branch campuses that teach in languages other than English. Using seven institutional case studies from around the world, the research seeks to identify the motives of universities for establishing campuses abroad that deliver degree programs in languages other than English. The problems and issues experienced by these institutions are examined and their future prospects are considered. The main motives of the seven featured institutions for establishing campuses abroad were found to be altruistic rather than financial, but teaching in languages other than English presents advantages and disadvantages to institutions. In 2012, none of the seven institutions had more than 800 students although two institutions had been in existence for more than 16 years, indicating success at some level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10