Mirror, Mirror on the wall: which strategies can suit them all?

English is nowadays the dominant language in the higher education sector in Europe. Not only is it the preferred medium of communication for scholars at international conferences or visiting professors, but it is also the medium of instruction used in a growing number of degree programmes (Gotti 2014). Universities in many non-English-speaking countries are indeed embracing the challenges of internationalization, as they believe that teaching disciplinary subjects in English will make study programmes more accessible and attractive to international students, improve the foreign language skills and employability prospects of local students and enhance the international prestige and mobility of academic staff (Coleman 2006; Dearden 2014). If, on the one hand, this can open up new opportunities, on the other hand, it also poses dilemmas as far as the accreditation and training of teaching staff is concerned. For instance, what language competences and which methodological skills should the teachers deploy in order to teach their subjects through English?