Rapid internationalization of European higher education has resulted in a considerable increase in the number of English-medium instruction (EMI) degree programs now implemented at all levels of instruction. While this change of medium provides increased academic opportunities for all university stakeholders, the use of English by non-native speakers for teaching and learning in non-Anglosphere countries necessitates consideration of the ramifications of EMI. This study was motivated by the growing discussion of the challenges of English-medium instruction confronting lecturers for whom English is a foreign language. This case study investigated how 10 experienced lecturers in the natural sciences at the University of Copenhagen define their own teacher identity, and, their perceptions of any effects on their identity when shifting from Danish-medium instruction to English-medium instruction. This study utilized a multi-method approach to allow fuller access into the teachers' cognitions, and to overcome the weaknesses that arise from the use of self-report surveys to collect thoughts and perceptions. This approach comprised classroom observation of graduate level lectures, stimulated recall of these teaching events, and individual semi-structured interviews with the lecturers. The observations and stimulated recall served as a scaffold on which the interviews were built. In addition to questions directly focused on identity, the interviews also included two card sorting activities as elicitation devices. The analysis drew on the lecturers' comments and concerns related specifically to their underlying teacher cognitions about professional expertise, professional authority, and professional identity when teaching outside one's mother tongue in a multicultural, multilingual graduate setting. The results provide: 1) a model of teacher identity for lecturers in the natural sciences, 2) evidence that experienced NNS lecturers of natural science EMI do not find that the identified challenges of teaching in a foreign language affect their personal sense of teacher identify, and 3) reflections on teacher cognition studies. The lecturers highlight teaching experience and pedagogic content knowledge as factors that are at the core of their teacher identity. While the findings here report that these lecturers express confidence and security in the EMI context, the results also confirm the instructional and linguistic challenges identified in previous EMI research. This suggests that university managementneed to acknowledge these challenges, and develop and implement both linguistic and pedagogic competence training programs to support the needs of less experienced EMI lecturers.

This sociolinguistic study deals with the impact of English on language policy and planning in Sweden. The analysis is based on the principles of the language management theory. The first part is devoted to the discourse of relations between Swedish and other languages in the country, mostly dealing with Swedish as an endangered language due to the extensive use of English causing domain loss. The recently adopted language law is presented as a reaction to this development, giving an official status to Swedish as the main language of the country. According to this, it should be possible to use Swedish within all domains of language use. The problems of domain loss and the risk of diglossia are demonstrated on the example of the domains of higher education and science in the second part. The principles of the Language law are confronted with the need of increased use of English and the strategy of parallel language use suggested as a possible solution. A very valuable source of information for the analysis also are two interviews with the members of the Swedish language council, the institution responsible for implementation of the Language law as well as for observation of the general language situation. Keywords: Swedish, language policy and planning, language management, domain loss, parallel...