Language policies and practices in the internationalisation of higher education on the European margins: an introduction

Cots, Josep M.; Llurda, Enric; Garrett, Peter

doi:10.1080/01434632.2013.874430

Cited by 54 publications

(20 citation statements)

References 18 publications

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“…Studies made in Catalonia and the Basque Country -concretely at the University of Lleida and the University of the Basque Country -indicate that the introduction of English as a teaching medium in this type of universities provokes more reticence in students and lecturers working in the minority language than in the same groups working in the state language (Cots, 2013;Doiz, Lasagabaster, & Sierra, 2013). For sure, bilingual contexts represent particular sociolinguistic situations in which the introduction of English can affect the linguistic ecology of the institution, due to the delicate balance between the languages and the asymmetrical position of the minority language (Cots, Llurdá, & Garrett, 2014;Lasagabaster, 2012c). The fragile balance also involves the planning of the academic identities of those who teach through the minority language.…”

Section: Theoretical Frameworkmentioning

confidence: 96%

Internationalisation in higher education and its impact in multilingual contexts: redefining identities of Basque-speaking academics

Larrinaga

Amurrio

2015

Language, Culture and Curriculum

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This article analyses aspects of the impact of internationalisation in higher education in multilingual contexts where both a state language and a minority language are present and where English is gradually being introduced. The analysis focuses primarily on the consequences for the professional identities of academics who work in a minority language. The basic hypothesis is that the processes of global change influencing higher education go hand in hand with a transformation of the roles of academics and their professional identities. This implies that new demands on professors, lecturers and researchers tacitly lead to the incorporation of new language requirements and to a new identity. The field work was carried out in the University of the Basque Country (Universidad del País Vasco/Euskal Herriko Unibertsitatea) and involved indepth interviews to obtain the perceptions and representations of Basque-speaking professors, lecturers and researchers about their academic identities and the metamorphoses that such identities have undergone in relation to language. This exploratory study has helped identify some of the main trends in professional roles and identities through a generational change; in particular, the emergence of strong strategic orientations in the design of academic careers. These processes of global change act as hidden forces regulating the academics' language choices.

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Section: Theoretical Frameworkmentioning

confidence: 96%

Internationalisation in higher education and its impact in multilingual contexts: redefining identities of Basque-speaking academics

Larrinaga

Amurrio

2015

Language, Culture and Curriculum

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“…In this article, I try to contribute to these two intertwined lines of research by adding an informant-oriented, critical sociolinguistic ethnographic perspective (Duchêne, Moyer, & Roberts, 2013) to the multidisciplinary work that has been conducted on the attitudes on English as a lingua franca mobilised by students in different Catalan university settings (see, e.g., Cots et al, 2013;Cots et al, 2014;Garrett & Gallego Balsà, 2014;Garrett et al, 2012;Huguet, 2007;Llurda et al, In Press;Rosselló i Peralta & Boix-Fuster, 2006 The data gathered in order to answer these questions come from multiple sources, including:…”

Section: English and On Englishisationmentioning

confidence: 99%

“…Its tertiary educational system, with a body of 219,219 students (Idescat, 2013a), has gone global over the past few decades. In 1999, all Catalan public universities 2 joined the European Higher Education Area (EHEA), thereby investing in the internationalisation process that characterises the socio-economic restructuring of European universities in the 21 st century (Cots, Llurda, Armengol, & Arnó, 2013;Cots, Llurda, & Garrett, 2014;Llurda, Cots, & Armengol, 2014;Vila, 2015). The aim of this internationalisation mission was to standardise the teaching, research and service functions of Catalan higher education institutions with those of Europe, so as to (1) compete in the international profit-making educational marketplace; (2) attain higher educational standing and prestige worldwide; and (3) promote mobility, cross-border collaborative work and partnership agreements among diverse academic and administrative staff, and students (Garrett & Gallego Balsà, 2014, p. 361).…”

Section: Introduction: the Englishisation Of The Catalan University Smentioning

confidence: 99%

The Englishisation of higher education in Catalonia: a critical sociolinguistic ethnographic approach to the students’ perspectives

Sabaté‐Dalmau

2016

Language, Culture and Curriculum

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Author's name and surnames Affiliation This paper investigates the attitudes towards Englishisation displayed by 30 students enrolled in a Combined Languages degree, including English and another language, in a top-ranked university in Catalonia, where a majority language, Spanish, coexists with a minority language, Catalan, and where foreign language teaching is relatively new. Through observational data collected over a two-year fieldwork project, I describe how this institution implemented this partial English-medium instruction program for the first time in Spain, as part of its internationalisation mission. I then focus on the students' perspectives towards the officialisation of English as the third language of the Catalan tertiary education system. I analyse 30 argumentative essay assignments which show that students mobilise both favourable and unfavourable discourses on this language. They envision English as an asset for employability and educational excellence, and as a post-national 'democratic' code for intercultural communication. However, they also construct it as a politicised language which threatens linguistic diversity. I conclude that these conflicting attitudes respond to the particular sociolinguistic configuration of globalised universities in Barcelona. This contributes to a more nuanced understanding of the students' range of situated stances concerning the linguistic regimes that govern the European multilingual policies of higher education, in late capitalism.

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“…Mesmo na defesa de uma política multilíngue, no geral, em muitas sociedades, a adoção de uma língua franca é valorizada como o componente essencial para impulsionar o ideal de transformação e progresso (COTS; LLURDA & GARRETT, 2014). Consideramos políticas linguísticas as normas e regras adotadas para a gestão das práticas de linguagem, por indivíduos, desde o nível governamental e supranacional, passando por toda uma gama de instituições (educacionais, religiosas, militares) e domínios como a mídia e o mundo corporativo dos negócios, chegando até ao nível familiar (SPOLSKY, 2009(SPOLSKY, , 2012.…”

Section: A Globalizaçãounclassified

Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras

Archanjo

2015

Rev. bras. linguist. apl.

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Universidade Federal do Rio Grande do Norte Natal -Rio Grande do Norte / Brasil RESUMO: A contemporaneidade celebra a sociedade do conhecimento e da informação. O conhecimento científico e tecnológico mobiliza e alimenta sua produção, consumo e progresso. Nesse cenário, o "mercado" linguístico cresce em importância. Globalizar e internacionalizar são palavras de ordem na sociedade atual e, nela, a promoção de uma educação multilíngue assume uma preponderância estratégica. Este texto problematiza esse cenário e questiona se há, no Brasil, uma política linguística que favoreça uma educação multilíngue, para que objetivos como a internacionalização e o incremento da produção científica e tecnológica no país tornem-se uma realidade efetiva. Os dados apresentados são parte de uma pesquisa em andamento sobre as competências linguísticas de estudantes de graduação participantes do Programa Ciência sem Fronteiras. Os dados apontam para a predominância do sistema privado de educação sobre o público e para a busca de estratégias individuais na aprendizagem de línguas estrangeiras. PALAVRAS-CHAVE: globalização; multilingualismo; políticas linguísticas; ensino e aprendizagem de língua estrangeira; Ciência sem Fronteiras; internacionalização; Brasil. ABSTRACT:In contemporary and urban societies, knowledge and information are featured prominently. Scientific and technological knowledge drives the production, consumption and progress of societies. In this scenario, languages http://dx

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Language policies and practices in the internationalisation of higher education on the European margins: an introduction

Cited by 54 publications

References 18 publications

Internationalisation in higher education and its impact in multilingual contexts: redefining identities of Basque-speaking academics

Internationalisation in higher education and its impact in multilingual contexts: redefining identities of Basque-speaking academics

The Englishisation of higher education in Catalonia: a critical sociolinguistic ethnographic approach to the students’ perspectives

Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras

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