Cover not available
Article published In:
Dutch Journal of Applied Linguistics
Vol. 9:1/2 (2020) ► pp.38–59

Language policy and the law

How Dutch universities legally justify English-medium instruction

ORCID logo | Leiden University | Utrecht University
Universities in the Netherlands are currently faced with finding a balance between the implementation of English-medium instruction and the protection and promotion of Dutch. In this article I analyse university language policy documents from a discursive and critical perspective. I explore the intertextual transformations involved in a multilevel process of policymaking; that is, as policy discourse shifts from the state legislation governing the language of instruction in higher education to the codes of conduct for language of the publicly funded universities. The institutions use various discursive strategies, including intertextuality and recontextualisation, to legitimate their reinterpretation of the basic legal principle ‘Dutch, unless’ as ‘English, unless’ (at master’s level, and increasingly at bachelor’s level too). Although the current law is set to be amended, it appears the proposed new law will simply require universities to do more paperwork while continuing on their current path.
Keywords: language policy, higher education, universities, critical discourse analysis, discursive approaches to language policy, English-medium instruction, language of instruction, internationalisation, Netherlands
Article outline
  • 1.Introduction
  • 2.Theoretical framework
  • 3.Data and method
  • 4.Context: Stated language of instruction vs statistics on language of instruction
  • 5.Results of the textual analysis
    • 5.1Nature of teaching
    • 5.2Organisation of teaching
    • 5.3Quality of teaching
    • 5.4Origin of students
    • 5.5Additional rationale: Preparing students for master’s phase
  • 6.Discussion and latest developments
  • 7.Conclusion
  • Notes
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 27 May 2020
DOI logo
https://doi.org/10.1075/dujal.19028.edw
References (45)
References
Barakos, E., & Unger, J. W. (2016). Discursive approaches to language policy. London: Palgrave Macmillan. DOI logoGoogle Scholar
Bernstein, B. (1990). The structuring of pedagogic discourse. London: Routledge. DOI logoGoogle Scholar
Beter Onderwijs Nederland vs. Maastricht University/University of Twente. (2018). C/16/460210 / KG ZA 18-278. Retrieved on 28 June 2019 from [URL]
Björkman, B. (2015). Attitudes towards English in university language policy documents in Sweden. In A. Linn, N. Bermel, & G. R. Ferguson (Eds.), Attitudes towards English in Europe (pp. 115–138). Berlin & Boston: Walter de Gruyter. DOI logoGoogle Scholar
Cots, J. M., Lasagabaster, D., & Garrett, P. (2012). Multilingual policies and practices of universities in three bilingual regions in Europe. International Journal of the Sociology of Language, 2161, 7–32. DOI logoGoogle Scholar
De Groot, A., Jurgens, E., & Verbrugge, A. (2019). Oproep aan de Tweede Kamer der Staten-Generaal [Appeal to the House of Representatives of the Netherlands]. Retrieved on 1 April 2019 from [URL]
De Jong, F. (2018). English as a medium of instruction in higher education in a cross-national context. Unpublished PhD dissertation, University of Groningen. Retrieved from [URL]
De Vos, J. F., Schriefers, H., & Lemhöfer, K. (fc.). Does study language (Dutch versus English) influence study success of Dutch and German students in the Netherlands? Dutch Journal of Applied Linguistics.
Fairclough, N. (1992). Intertextuality in critical discourse analysis. Linguistics and Education, 41, 269–293. DOI logoGoogle Scholar
Haberland, H. (2014). English from above and below, and from outside. In A. K. Hultgren, F. Gregersen, & J. Thogersen (Eds.), English in Nordic universities: Ideologies and practices (pp. 251–263). Amsterdam: John Benjamins.Google Scholar
Hornberger, N. H., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual education policy and practice. TESOL Quarterly, 41(3), 509–532. DOI logoGoogle Scholar
Hultgren, A. K. (2014). English language use at the internationalised universities of Northern Europe: Is there a correlation between Englishisation and world rank? Multilingua, 33(3–4). DOI logoGoogle Scholar
Inspectie van het Onderwijs. (2018a). De Staat van het Onderwijs 2018 | Onderwijsverslag over 2016/2017. [The state of education 2018: Education report 2016/17]. The Hague: Inspectorate of Education, Ministry of Education, Culture and Science. Retrieved on 7 December 2018 from [URL]
. (2018b). Nederlands of niet: gedragscodes en taalbeleid in het hoger onderwijs [Dutch or not: Codes of conduct and language policy in higher education]. Utrect: Inspectorate of Education, Ministry of Education, Culture and Science. Retrieved on 15 January 2019 from [URL]
Johnson, D. C. (2015). Intertextuality and language policy. In F. M. Hult, & D. C. Johnson (Eds.), Research methods in language policy and planning: A practical guide (pp. 166–180). Malden, MA: John Wiley & Sons.Google Scholar
Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in higher education: Reflections on recent language policy developments. Higher Education, 67(5), 533–549. DOI logoGoogle Scholar
Maiworm, F., & Wächter, B. (2014). The big picture. In B. Wächter, & F. Maiworm (Eds.), English-taught programmes in European higher education: The state of play in 2014 (pp. 25–62). Bonn: Lemmens.Google Scholar
Mortensen, J. (2014). Language policy from below: Language choice in student project groups in a multilingual university setting. Journal of Multilingual and Multicultural Development, 35(4), 425–442. DOI logoGoogle Scholar
Nuffic. (n.d.). Nuffic glossary: Initiële opleiding. Retrieved on 17 June 2019 from [URL]
Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 23–44. DOI logoGoogle Scholar
Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427. DOI logoGoogle Scholar
Rijksoverheid (2018). NVAO gaat vanaf februari taalkeuze hoger onderwijs toetsen [NVAO to assess language choice in higher education as of February]. Retrieved on 28 June 2019 from [URL]
Saarinen, T. (2012). Internationalization of Finnish higher education – is language an issue? International Journal of the Sociology of Language, 2161, 157–173.Google Scholar
(2014). Language ideologies in Finnish higher education in the national and international context: A historical and contemporary outlook. In A. K. Hultgren, F. Gregersen, & J. Thøgersen (Eds.), English in Nordic universities: Ideologies and practices (pp. 127–146). Amsterdam/Philadelphia: John Benjamins.Google Scholar
Saarinen, T., & Nikula, T. (2013). Implicit policy, invisible language: Policies and practices of international degree programmes in Finnish higher education. In A. Doiz, D. Lasagabaster, & J. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 131–150). Bristol: Multilingual Matters.Google Scholar
Saarinen, T., & Taalas, P. (2017). Nordic language policies for higher education and their multi-layered motivations. Higher Education, 73(4), 597–612. DOI logoGoogle Scholar
Söderlundh, H. (2012). Global policies and local norms: Sociolinguistic awareness and language choice at an international university. International Journal of the Sociology of Language, 2161, 87–109. DOI logoGoogle Scholar
Soler-Carbonell, J. (2015). Language policy in Estonian higher education: Internationalisation and the tension over English. In S. Dimova, A. K. Hultgren, & C. Jensen (Eds.), English-medium instruction in European higher education (pp. 247–268). Boston/Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Soler-Carbonell, J., & Gallego-Balsà, L. (2016). The internationalisation of higher education in two different contexts: Catalan and Estonian sociolinguistic perspectives. Language Culture and Curriculum, 29(1), 40–55. DOI logoGoogle Scholar
Soler-Carbonell, J., Saarinen, T., & Kibbermann, K. (2017). Multilayered perspectives on language policy in higher education: Finland, Estonia, and Latvia in comparison. Journal of Multilingual and Multicultural Development, 38(4), 301–314. DOI logoGoogle Scholar
Soler, J., Björkman, B., & Kuteeva, M. (2018). University language policies in Estonia and Sweden: Exploring the interplay between English and national languages in higher education. Journal of Multilingual and Multicultural Development, 39(1), 29–43. DOI logoGoogle Scholar
Spolsky, B. (2004). Language policy. Cambridge: CUP.Google Scholar
Taalunieversum. (n.d.). Education glossary: Initieel onderwijs. Retrieved on 27 June 2019 from [URL]
Tollefson, J. W. (1991). Planning language, planning inequality. London and New York: Longman.Google Scholar
Tsui, A. B. M., & Tollefson, J. W. (2004). The centrality of medium-of-instruction policy in sociopolitical processes. In J. W. Tollefson, & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? Mahwah, NJ and London: Lawrence Erlbaum.Google Scholar
Van Engelshoven, I. (2018). Wetsvoorstel: Wet taal en toegankelijkheid [Bill on Language and Accessibility Act] (Draft amendment to the Higher Education and Research Act). The Hague: Ministry of Education, Culture and Science. Retrieved on 15 January 2019 from [URL]
Van Oostendorp, M. (2012). Bilingualism versus multilingualism in the Netherlands. Language Problems and Language Planning, 36(3), 252–272. DOI logoGoogle Scholar
VSNU. (2017). Factsheet: Taalbeleid universiteiten [Fact sheet: Universities’ language policy]. Association of Dutch Universities (VSNU). Retrieved on 15 January 2019 from [URL]
. (2018). Taalbeleid hoger onderwijs en actuele cijfers opleidingstaal [Higher education language policy and current figures on language of instruction]. Association of Dutch Universities (VSNU). Retrieved on 15 January 2019 from [URL]
. (2019a). Taal bacheloropleidingen ’17-’18 [Language of bachelor’s programmes 2017/18]. Association of Dutch Universities (VSNU). Retrieved on 1 May 2019 from [URL] bacheloropleidingen 17–18 – per [URL] bacheloropleidingen 17–18
. (2019b). Taal masteropleidingen ’17-’18 [Language of master’s programmes 2017/18]. Association of Dutch Universities (VSNU). Retrieved on 1 May 2019 from [URL]
VVD, CDA, D66, & ChristenUnie. (2017). Vertrouwen in de toekomst: Regeerakkoord 2017–2021 [Faith in the future: Coalition agreement 2017–2021]. The Hague. Retrieved on 20 June 2019 from. DOI logoGoogle Scholar
Wet op het hoger onderwijs en wetenschappelijk onderzoek, WHW [Higher Education and Research Act]). (1992). Available at [URL]
Wodak, R. (2009). The discourse of politics in action: Politics as usual. London: Palgrave Macmillan.Google Scholar
Wodak, R., & Fairclough, N. (2010). Recontextualizing European higher education policies: The cases of Austria and Romania. Critical Discourse Studies, 7(1), 19–40. DOI logoGoogle Scholar
Cited by (4)

Cited by four other publications

Jæger, Kirsten
2023. Elusive Politics: De-internationalizing Higher Education in the Context of International Recognition Conventions. Higher Education Policy 36:2 ► pp. 411 ff. DOI logo
Shin, Dongil, Soohyeon Park & Eunhae Cho
2023. A review study on discourse-analytical approaches to language testing policy in the South Korean context. Language Testing in Asia 13:1 DOI logo
van der Hoeven, Dymphi & Joana Duarte
2023. A multi-layered comparative analysis of English-medium instruction in the Netherlands. Journal of English-Medium Instruction 2:1 ► pp. 50 ff. DOI logo
Michel, Marije, Christine Vidon, Rick de Graaff & Wander Lowie
2021. Language Learning beyond English in the Netherlands: A fragile future?. European Journal of Applied Linguistics 9:1 ► pp. 159 ff. DOI logo

This list is based on CrossRef data as of 5 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.