| dc.description.abstract | This research investigates Englishization in Dutch higher education, exploring its perceived benefits, challenges and implications for stakeholders. Through qualitative analysis of interviews with both students and educators, the study illuminates the nuanced perspectives surrounding English as the medium of instruction (EMI). Findings reveal a consensus among participants regarding the global accessibility and inclusive environment fostered by Englishization, alongside concerns about linguistic proficiency, cultural dilution and the impact on Dutch language and identity. While students emphasize personal challenges with academic vocabulary and social dynamics, educators highlight broader pedagogical and institutional implications, including the erosion of Dutch language and culture within academia. Moreover, the research delves into the perception of government measures aimed at reducing English-taught programs, revealing a divergence in perspective between students and teachers regarding personal impact versus institutional consequences. Recommendations emerge for policy and practice, advocating for robust support systems, professional development opportunities for educators, and policies promoting a balanced integration of English and Dutch within the curriculum. Furthermore, stakeholders are encouraged to prioritize bilingualism, fostering inclusivity and reflecting the linguistic diversity of the Netherlands. Ultimately, this research contributes to the discourse on Englishization in Dutch higher education, offering insights into its complexities and suggesting pathways for navigating linguistic shifts in an increasingly internationalized academic landscape. | |
