Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

Abstract

As the institution of university has evolved into a highly diverse educational community, the language of communication (or linguistic capital) in higher education plays a vital role. Therefore, English as a medium of instruction (EMI) became the dominant characteristic of academia in many parts of a (globalized) world. This growing influence of EMI has affected the scope of both higher education and academic research. Being a linguistic form of capital, the significance of English as a major linguistic resource can be analyzed historically since the institution of university was founded. In fact, EMI seems to have challenged the linguistic diversity and accessibility to higher education in the contemporary world. The case of Canadian higher education highlights new directions in the exploitation of the linguistic capital at university, and the emerging concept of a multilingual university could offer some unique opportunities for knowledge mobilization and access to higher education. Thus, the issue of linguistic capital at the current (globalized) university needs to be re-examined.

The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction

“…Globalism and cultural diversity enrich human relations and the learning experience (Abrar-ul-Hassan, 2021). However, to ensure the active participation of international students in lessons, a learning environment that is inclusive of different cultures and takes into account differences should be prepared (Liu et al, 2010).…”

English as a medium of instruction and intellectual capital creation in Omani higher education: unravelling the dilemma

“…To understand EMI effect on student, one has to accept that English guards the access to HE due to its political and economic power (Galloway and Rose, 2015; Macaro et al. , 2018; Abrar-ul-Hassan, 2021). Since 1986, English has been a prerequisite for Omani students to join HEIs whether in Oman or abroad (Al-Issa and Al-Bulushi, 2012).…”

“…In addition to affecting students, EMI also affects faculty. As the language of instruction, English naturally becomes the medium of communication, publishing, conferences and research (Abrar-ul-Hassan, 2021). While part of establishing IC in universities is the selection and retention of qualified faculty members (Al-Zameli and Abbas, 2015), linguistic imperialism manifests itself in the conditions of recruitment.…”

The Conundrum of Identity in the Omani Higher Education: A Case Study of an English Language Teaching (ELT) Context

“…As a consequence, the fluidity of international faculty members, especially of those classified as NESTs has made locals a minority. Within this stream of literature that has arguably fallen into the trap of social identity categorization, NESTs have largely been depicted as a hegemonic category that has earned a superior status ascribed to it by the power of their mother language and origins rather than by virtue (Abrar-ul-Hassan, 2021; Phillipson, 2016). NESTs have been seen as a unique asset and as an indicator of quality despite the rising calls for adopting multilingualism as a more representative approach to the current GCC ecology (Calafato, 2022) and the profound evidence that nativism and professionalism do not necessarily go together in the context of education (Knott, 2021).…”