Conceptualising Multilingual Capabilities in Anglophone Higher Degree Research Education: Challenges and Possibilities for Reconfiguring Language Practices and Policies

Abstract

In a context of the internationalisation of Higher Education (HE) driven by the high mobility of international Higher Degree Research candidates (HDRs), it is important to consider the value of HDRs' multilingual capabilities for their learning and making of original contributions to knowledge. This article reports on a literature study regarding conceptualisations of multilingualism and multilingual capabilities, together with multilingualism in university research education practices and policies. Key themes to emerge from the literature include divergent understandings of languages, multilingualism, and multilingual capabilities. For example, a 'static' language construct provides a structuralist lens through which multilingual HDRs are viewed as an accumulation of monolinguals, whereas a 'dynamic' language construct informs a socially and culturally constructed linguistic space where the multilingual resources of HDRs are valued. These divergences are manifested in the language-as-problem orientation and language-as-resource orientation in anglophone universities' HDR education policies. Informed by empirical evidence of leveraging multilingual capabilities in original contributions to knowledge, this article argues that it is urgent for pertinent stakeholders in HDR education to reconfigure language practices and policies in the HDR educational context. In doing so, the voices of HDRs would be able to leverage multilingual capabilities in their research instead of being treated as deficient English learners.

Introduction: Is Language Learning in Anglophone Countries in Crisis?

“…The erasure of linguistic diversities (Gogolin 2010), and subsequent disadvantaging of speakers of less prestigious varieties and languages, is common to many countries and educational settings. However, Anglophone countries-defined here as those countries where the majority of the population is English monolingual (Jenkins 2015)-are especially prone to English monolingualism, for all those working and living in Anglophone contexts (Liu 2016). The global value of English, made up of the sum total of the value of its speakers (Bourdieu 1977), affords 'linguistic myopia' to English monolinguals more than to any other first language speakers.…”

Trends in Multilingual Higher Education in the Pre-Pandemic Decade

“…Therefore, scholars discuss the opposite roles of English in higher education. One group believes that the spread of English leads to monolingualism and its dominance that weakens non-dominant languages in multilingual educational settings (Doiz et al, 2011;Liu, 2016;Mayaba et al, 2018). The other group views English as a valuable part of multilingualism.…”

“…Diverse understanding of English as a language of instruction has manifested in the language-as-problem orientation and language-as-resource orientation in non-English speaking universities, where multilingual students are valued, but viewed as an accumulation of monolinguals (Liu, 2016).…”

“…This obstacle reduces the multilingual capabilities of Higher Degree Research students for learning and making original contributions to knowledge. Liu (2016) argues the urgency for pertinent stakeholders in postgraduate higher education to reconfigure language practices and policies from monolingual to multilingual educational contexts. This measure may contribute to leveraging the multilingual capabilities of postgraduate students in doing research.…”