Focusing on study programmes in English medium instruction, my presentation will discuss English language entry requirements at German higher education institutions. Since the first international programme was launched in Germany in 1997/98, the number of English-medium and bilingual programmes offered in the German higher education sector has risen significantly. While a number of studies on English-medium instruction have been carried out in Germany, little has been written about the English language entry requirements that are used in this context.
The study used a website search of over four hundred institutions of higher education in Germany. Institutional homepages were scrutinized for English-medium programmes and their English language entry requirement. The first website search was conducted in 2014, the second in 2021 and an identical picture is visible in terms of test scores. However, on further scrutiny, one can see the differences. One of the main observations being that the variety of different entry requirements have risen, for example Cambridge Certificates, Duolingo and UNIcert are on the rise.
In 2014, the website search suggested that the majority of English-medium programmes do specify English language entry requirements. In terms of cut-scores, significant variations were found, nevertheless a trend was visible: at the bachelor's level TOEFL 575 pbT, 213 cbT, 90 iBT and 6.5 for IELTS. At the master´s level, it was slightly lower at 550 pbT, 213 cbT, 90 iBT and 6.5 for IELTS. In all cases, this equates to B2 (CEFR). From the 2021-study, the picture is slightly different. At bachelor's level the requested test scores are in most cases TOEFL 575 pbT, 190 cbT, 90 iBT and 6.5 for IELTS. At master´s level, it is slightly lower at 550 pbT, 213 cbT, 90 iBT and 6.5 for IELTS. Nevertheless, a standard seems to develop.
To complete the picture on English language entry requirements, the relevant ministry was contacted to provide information about state level policies. Students and programme leaders were also surveyed. The survey of programme leaders suggested that despite an apparent lack of evidence for setting English language entry requirements at specific levels, institutions are generally convinced of the usefulness of English language entry requirements. In the student study, the vast majority of participants reported that their English proficiency enabled them to participate successfully in their EMI programme.
My studies have thereby given a detailed account of English-medium programmes and their English language entry requirements at higher education institutions in Germany, providing useful knowledge for educational policy.
