Sammendrag
Global cooperation and alliances in higher education are important goals, both for the European University Association (EUA) and for the individual institutions in the various European countries. Since the Bologna declaration of 1999, other parts of the world have entered the educational landscape with enforced strength, such as the BRICS countries, something which makes the need to focus on internationalisation even more prominent. Thus, the use of English is increasing rapidly in a number of domains (Anderman and Rogers 2005; Saarinen 2011; Kristiansen 2012a, b). In Norway, this includes not only research, but also to an ever increasing degree teaching, course material and administrative communication in higher education institutions (HEIs).
This is one reason why Norway has seen a growing interest in language policy and terminology planning within higher education. Our eagerness to use English has raised the question of whether we are able to maintain a well-developed Norwegian specialised language. As a consequence, several white papers and reports have recently stressed the need for a nationally coordinated effort to maintain Norwegian as a special language.
Two concepts have been particularly central in the national language policy debate, i.e., domain loss and parallel language use. The article outlines how these concepts are commonly understood in a Nordic, and in particular Norwegian setting, and also how newly established language policies address these concepts. The article also presents a recent initiative to establish a national terminology portal called termportalen.no at the Norwegian School of Economics (NHH).
Vis fullstendig beskrivelse