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Recent global trends in migration, trade and overall mobility have continued to transform our objective realities and subjective experiences around linguistic diversity. More broadly, in many countries, the politics of multilingualism seem to have changed the old links between language and nation-state. In this context, Scotland is studied in this article as a case study as it acts to dispel the myth of a ‘monolingual country.’ Its recent language policy, the “1+2 Language Approach” (Scottish Government, 2012b), including regional languages, modern foreign languages and heritage languages of migrants have created opportunities as well as imbalances and issues of equity in the Scottish language habitus. Drawing on Kraus’s work (2018), this article demonstrates how the policy creates language as ‘options’ and as ‘ligatures.’ However, these ‘options’ and ‘ligatures’ are not salient and straightforward. The policy is explored on three different levels: (1) on its potential for allowing the development of multilingual communication strategies such as intercomprehension, code-switching and mixing, (2) on its commitment to linguistic justice avoiding language hierarchies and (3) on its links with dominating, neoliberal approaches to education and the economy. The article finally concludes that options and ligatures visible in language policy impose some semantic order on the confusion of layered co-occurrences of various hegemonies, or the general strain between macro and micro distinction.

This article outlines a new materialist pedagogy designed for an International Education course. In the first part of the article, a description of the course is presented together with its new materialist aims. In the second part of the article, the author provides examples of students’ summative projects. In these examples, student work materially situates and shows the development of their carefully constructed learning paths in becoming different teachers. The course addresses translanguaging, examines language in educational settings, and discusses language ecology and citizenship side by side with intercultural awareness as innovative pedagogies. The article suggests that new directions for pedagogical practice might be advanced by new materialism.

Este estudio presenta los resultados de nuestro trabajo etnográfico de investigación longitudinal con diarios de aprendizaje. El enfoque pedagógico del uso de diarios se aplica aquí para explorar la conciencia metalingüística y se muestra en consecuencia adecuado para mejorar las habilidades académicas y consolidar la enseñanza y el aprendizaje. El objetivo de nuestra investigación era explorar las manifestaciones de la conciencia metalingüística de los estudiantes de español en la Universidad de Dundee en tres clases nocturnas diferentes. Para ello, incorporamos los diarios de aprendizaje a la práctica en el aula como tarea para el final de cada clase. Nuestra investigación demostró que, mediante el uso de un diario, los estudiantes expresaron conscientemente reflexiones detalladas sobre el análisis de la lengua e hicieron comparaciones del español con su L1. Sin embargo, observamos escasas reflexiones sobre sus propias estrategias de aprendizaje, así como de conciencia intercultural. El estudio concluye con algunas recomendaciones para la mejora de la experiencia de enseñanza y aprendizaje de idiomas y la mejora tanto de los materiales como de los métodos de enseñanza en el entorno universitario.

Student Transition into and out of higher education (HE) is a theme where a lot has been written, explored and analysed. The aim of this opinion piece is to suggest a new pragmatic definition of ‘transition’, based on multilingual approaches to teaching and learning. It will also demonstrate some areas of relevance for this type of theory, providing a novel perspective in monoglot cultures. After reviewing some definitions of transition suggested by existing academic literature, the paper calls for the establishment of a ‘multilingual mindset’ in the field of HE. A ‘multilingual mindset’ could inform theoretical debate on transition, addressing the existing strong trends for the encouragement of Internationalisation in higher education. It recognises those challenges with transition which stem from cultural and linguistic difference and emphasises particularly those which are invisible, or difficult to approach, in monoglot cultures. Accounts of current practice within the scope of a ‘multilingual mindset’, along with personal reflections from a Scottish University perspective, are considered. The paper is written in the hope of providing food for thought, encouraging further experimentation and, perhaps, public exploration and enhancement of this culturally important perspective: that is dealing with Student Transition in Higher Education with a ‘multilingual mindset’.