Internationalisation and Language Policy in European Higher Education: The Case of Austria and the Czech Republic

Introduction

Since the 1990s, the term internationalisation has become widely used in higher education, and the literature on internationalisation has proliferated (Soliman, Anchor, & Taylor, 2019). There have been various perspectives on internationalisation in the higher education context in terms of its objectives, practices, and implications in the relevant literature. For instance, according to Knight (1994), internationalisation can be defined as the process of incorporating an international dimension into the teaching/learning activities, research and service functions of a higher education institution. What is meant by this international dimension is a perspective or activity that facilitates an international, intercultural and global point of view. On the other hand, Soderqvist (2002, p. 29) described internationalisation as “a change process from a national higher education institution to an international higher education institution leading to the inclusion of an international dimension in all aspects of its holistic management to enhance the quality of teaching and learning and to achieve the desired competencies.”

Over time, the definition of internationalisation has changed considerably to include several other aspects. For instance, Yemini (2015) defined internationalisation as the process of supporting the incorporation of multicultural, multilingual, and global aspects into the education system in the hope of helping learners develop a sense of global citizenship. On the contrary to previous definitions, this specific definition recognises the significance of cultural and linguistic barriers to help international students become global citizens in an increasingly globalised world (Soliman et al., 2019). The concept of internationalisation, which has initially been associated with mobility and exchange practices, has broadened significantly to encompass international collaborations, international research and learning and define a higher education institution's culture and structure (Middlehurst, 2008). It has also been shown that there are many aspects to this complex phenomenon, such as language policy. Even though relatively underestimated in the literature, the interactions between language and internationalisation also deserve further attention (Llurda, Cots, & Armengol, 2014; Meyer, Gekeler, Manger, & Urank, 2013).

Internationalisation seems to exert a profound impact on the language policy of higher education institutions. Particularly, the English language has taken the lead due to its status as the lingua franca of academia (Lasagabaster, 2015; Meyer et al., 2013). According to Jenkins (2013), English as a lingua franca refers to the use of English as a contact language among individuals with different native languages. To illustrate, apart from serving as the medium of instruction in various parts of the world, English is also used as the medium of written communication among non-Anglophone academics who would like to publish in prestigious international journals in their respective fields.

The conception that the English language facilitates and exerts a profound impact on internationalisation in the higher education context has previously been echoed in the relevant literature (Lasagabaster, 2015; van der Walt, 2013). Apparently higher education institutions have begun to adjust their language policies in line with this conception, particularly favouring English medium instruction (EMI) over other alternatives. Though reasons behind the steady and rapid spread of EMI might vary across countries and institutions, the following could be major determining factors: increasing the share of international students and researchers in the highly competitive global education market, fostering dissemination and access to knowledge, broadening mobility and abroad opportunities, expanding students’ job prospects in the market, increasing students’ motivation and linguistic competence, and improving university rankings (Doiz, Lasagabaster, & Sierra, 2013; Kirkpatrick, 2011; Lasagabaster, 2015).