The high estimate of English as symbolic capital may negatively affect the elevation of individual and societal multilingualism beyond a rising dominant pattern of L1+English. Hitherto, few empirical studies have explored the prevailing ecology and ideologies within European English-medium degree programmes concerning English and attendant additional language learning. This paper examines the experiences of students and lecturers within English-medium degree programmes in Germany as they negotiate their English-speaking environments and investigates their multilingual practices beyond their L1 and English.