A New Angle:

Establishing English as Language of Instruction

Abstract

This case study presents a four-stage approach to introducing English as a teaching language at a small German university of applied sciences. The ELI model (English Language Increments) ranges from partially English-taught modules to courses with international virtual or physical collaboration. Implementation revealed differing uptake across stages, with higher demand for mobility formats and fewer fully English-taught courses than expected. The case illustrates how institutional constraints, language proficiency, and motivation shape internationalization processes and demonstrates that incremental, flexible models can effectively support sustainable global learning initiatives in higher education.