HE students’ academic achievements in Swedish EMI settings



    In a pilot study at the University of Groningen (Netherlands), we found that Dutch-speaking students that had deliberately enrolled for DMI or EMI lectures valued their academic achievements significantly more positively than peers who were not given a choice but had to enrol for EMI lectures - a situation triggered by the lack of financial resources to provide lectures in both tracks in parallel (Schüppert 2016).
    Generally, native Swedish-speaking students can be assumed to have few problems comprehending native Swedish-speaking EMI teachers, partly because Swedish non-native English proficiency is among the highest in the world (EF Education First 2016). Besides, the interlanguage speech intelligibility benefit (Bent & Bradlow 2003) enhances mutual intelligibility of non-native speakers sharing a native language.
    Importantly, however, individuals differ in their language-learning aptitude (LLA). LLA has been identified as a central predictor for L2 proficiency (Abrahamsson & Hyltenstam 2008, Dörnyei 2005). This suggests that students with particularly low LLA might encounter obstacles in EMI programmes they would not face in DMI programmes. The effect of LLA on academic achievements in the EMI context has not been investigated previously.
    Effectieve start/einddatum01/09/201831/08/2019