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In the wake of the Bologna Declaration, the number of courses and programmes taught in English has been increasing continuously across European institutions of higher education (HEIs). Courses taught in the paradigm of English-Medium Instruction (EMI) or English as ‘the language of learning and teaching’ (LoLT; van der Walt and Klapwijk 2015) have begun to replace programmes taught in the national language(s) (cf. Björkmann 2013). The number of programmes taught entirely in English has increased by more than a factor of ten in Europe since 2001 and amounted to over 8,000 by 2014 (Wächter and Maiworm 2014: 36).
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