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One important factor concerning the internationalization of higher education might be the adoption of a common language as the medium of instruction. For non‐English speaking countries this language tends to be English. Though educational institutions in Europe have already started to conduct (parts of) their curricula in English it is still not clear what effects this change of instructional language will have either on the lecturers involved or on the quality of their instruction. The present article is an attempt to provide an answer to these questions, based on Dutch experiences.
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Vinke et al. (1998) studied this question.
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