1. Introduction
Every year, higher education institutions throughout the UK attract hundreds of thousands of international
students to enrol on their undergraduate and postgraduate programs (UKCISA, 2019). While studying at an
internationally renowned institution has obvious advantages for students, the benefits are mutual. Students in
higher education contribute significantly to the economy and universities themselves receive a large amount
of their income through fees paid by those arriving from overseas. Accordingly, British universities are
increasingly positioning themselves as ‘global’ institutions; University College London advertises itself as
‘London’s Global University’ (also referencing that city’s reputation as an international talent hub), and the
University of Cambridge similarly states it is a “global university” and “more open than ever to talented people
and ideas from around the globe” (University of Cambridge, 2017).
Language plays a role in the process of students moving to British universities. Many choose the UK over
countries like Germany not only because of educational considerations, but because the language of instruction
there is English, a language which they often already have a good command of. Additionally, due to the
dominant position British popular culture enjoys, the image of the ‘British university’ is well established and
highly regarded abroad. Furthermore, the English language can act as a gatekeeper to these institutions.
Universities almost always require a certain level of English to join one of their programs, and frequently offer
pre–sessional English for Academic Purposes (EAP) courses for new students who do not yet have the level
of English their degree course requires (University College London, 2019). On these courses, often run over
the summer, students (irrespective of their discipline) typically learn language and skills thought to be
beneficial at undergraduate or postgraduate level.
In this essay, I will look more closely at an academic English programme at the University of East London
(UEL), and analyse two extracts of that university’s discourse: first an example from its official website and
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then part of the module guide for students on the EAP course. Using these two extracts, I will address two key
questions:
1) What role does the university play in the discursive organization of social practice and social
relations?
2) How does the university’s language and communication produce and shape inequality?
