English has long been the lingua franca of academic settings. As many readers of this journal will know, since World War II, English has established for itself a solid place as the dominant lingua franca of science through which most academic and scientific activity takes place (Crystal 2013). In Europe, its position got even more stabilized after the Bologna Declaration in 1999 when an agreement was made to establish a common European higher education arena (EHEA) by 2010. Now in 2018, we can see that this aim has been reached to a large extent with a very large number of English-medium instruction (EMI) programs (Wächter and Maiworm 2014), allowing students to study in other countries than their home ones through exchange or degree programs, and staff to practice academic mobility in different ways. All these students and staff, often if not always, use English as their lingua franca in their everyday practices, often in high-stakes situations. The literature on EMI has focused heavily on non-English speaking countries with scholars reporting from different parts of Europe (e.g. Hultgren et al. 2015; Hynninen 2016; Smit 2010; Wilkinson 2013). English is of course used as a lingua franca also in universities in English-speaking countries. In Englishspeaking countries, it of course has a different history of being a lingua franca with the local language being the same as the most dominant lingua franca, and there are certainly different dynamics involved for speakers of other first languages who use English as their lingua franca at e.g. a US university. Speakers are also exposed to English in daily settings associated with ordinary people, accounting for a considerable portion of their interactions. I have argued elsewhere that, with regard to studies of English as a lingua franca (ELF), the sociolinguistic realities of each country and region must be considered, making the geographical divide an organizational criterion key (Björkman 2016). Other

中文翻译：

---

英语作为国际大学口语流派的通用语言：介绍

长期以来，英语一直是学术环境的通用语言。正如本期刊的许多读者所知，自第二次世界大战以来，英语已经确立了作为主要科学通用语言的稳固地位，大多数学术和科学活动都通过它进行（Crystal 2013）。在欧洲，其地位在 1999 年《博洛尼亚宣言》之后更加稳定，2010 年达成协议，在 2010 年建立一个共同的欧洲高等教育领域（EHEA）。现在到 2018 年，我们可以看到这一目标已经达到了大量的英语教学 (EMI) 课程（Wächter 和 Maiworm 2014），允许学生通过交换或学位课程在本国以外的其他国家学习，并允许教职员工以不同的方式练习学术流动。所有这些学生和教职员工，通常（如果不总是）在日常实践中使用英语作为他们的通用语言，通常是在高风险的情况下。关于 EMI 的文献主要集中在非英语国家，学者们来自欧洲不同地区（例如 Hultgren 等人，2015 年；Hynninen 2016 年；Smit 2010 年；Wilkinson 2013 年）。英语当然也被用作英语国家的大学的通用语言。在英语国家，它作为通用语言的历史当然有所不同，当地语言与最主要的通用语言相同，并且对于使用英语作为通用语言的其他第一语言的使用者来说肯定有不同的动态例如在美国大学。演讲者也在与普通人相关的日常环境中接触英语，占他们互动的很大一部分。我曾在别处论证过，关于将英语作为通用语言 (ELF) 的研究，必须考虑每个国家和地区的社会语言现实，使地理鸿沟成为组织标准的关键（Björkman 2016）。其他