On programmes where English is often used as the working language on the job market,
students must, as early as possible in the programme, be taught in English and actively participate in
such teaching. Students' use of English terms or written/oral presentation must be included in the
assessment of their exam performance in the same way as linguistic performance is included in
Danish-language contexts and exams.
7. Students’ English language skills
The UCPH language policy consists of 10 sections divided into principles on "Language and employees" and "Language and students". Below you can find our take on the principle 7.2. regarding Students' English language skills.
Principle 7.2
Some degree programmes at the university prepare students for a career in which they will be expected to communicate in English. In such cases, the programmes should be offered in English (i.e., English-medium instruction, or EMI) – in part or in full – so that students have the opportunity to learn the disciplinary terminology and the disciplinary genres (e.g., research reports, presentations, theoretical discussions) in English. In addition to learning goals associated with disciplinary knowledge and skills, these programmes should also include learning goals associated with students’ ability to communicate in English in the disciplinary domain.
Changing the medium of instruction from Danish to English may not be sufficient for students to develop their English skills for communication in the disciplinary domain. Developing students’ academic English should be enhanced through supporting activities that are integrated in the usual teaching activities (see Principle 7.3 for more detail) or additional English support (e.g., English courses), especially for students who experience challenges with EMI.
Distinguishing between ‘academic content’ and ‘language’ when assessing students’ assignments and exam performances may be difficult because these elements are closely integrated and tend to influence each other. Therefore, careful development of assessment criteria related to disciplinary literacy is essential. This means that language assessment needs to be established beyond structural elements (e.g., grammar, spelling, punctuation, pronunciation) and include criteria about students’ use of relevant disciplinary genres and terminology.
At CIP, we provide consultancy services to facilitate a switch to EMI (e.g., material development, assessment criteria) and language support for students and lecturers. We offer courses in academic English for students and support for lecturers who would like to implement different activities to support students’ academic reading, writing, listening, and speaking. CIP also offers one-off workshops for both students and lecturers (e.g., at the beginning of the semester), collaborating with lecturers to implement reading support for students, or providing support for students in handling the disciplinary content throughout the semester, often in collaboration with the content lecturer. CIP can provide tailor-made support for a particular programme or department by taking part in discussions at departmental level, which will allow us to understand the disciplinary needs better and have an opportunity to select and offer appropriate instructional models and solutions.
If you’re interested in knowing more about what we offer at CIP, please contact us at cip@hum.ku.dk or by phone +45 3235 8639.