From tool to target language: Arguing the need to enhance language learning in English-medium instruction courses and programs

Abstract

The present study examines English use and needs in Norwegian government ministries and how these are reflected in ministerial job advertisements. It builds on a survey of 846 ministerial staff by Hellekjær (2010), and a follow-up survey of 485 ministerial job advertisements. The former examines general education levels, degrees and backgrounds in English, the latter explores what kinds of general education and English qualifications the advertisements require. The first survey shows that the staff are highly educated, 96% with graduate or undergraduate degrees, and that 89% of these use English regularly on the job. However, only 18% of the English users have any form of courses or degrees in English. The advertisements invariably ask for staff with professional degrees, in combination with English skills, but only 31% of the advertisements explicitly require such skills. Whether this is because English skills are taken for granted, or because few institutions of higher education offer courses in English for Occupational Purposes in combination with professional degrees is a central point in the discussion. The authors argue that the lack of provision of such courses amounts to a failure to adequately prepare students for future careers, and suggest using English-Medium Instruction for language learning purposes.