Multilingual identities in higher education: negotiating the ‘mother tongue’, ‘posh’ and ‘slang’

Preece, Siân

doi:10.1080/09500780903194036

Cited by 28 publications

(24 citation statements)

References 23 publications

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“…Although many of the issues Seo-yun identifies in relation to diversity in monolingual school and higher education are reported elsewhere in the literature (Marshall, 2009;Preece, 2009;Safford & Kelly, 2013;Van der Walt, 2013;Wallace, 2005), her story is powerful because rarely is the voice of a student so personally impacted by these issues heard in depth and over time. While it should be remembered that Seo-yun's 'story' is self-reported, it is both compelling and unsettling for those engaged in teacher education.…”

Section: Discussionmentioning

confidence: 99%

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

Coleman

2016

AJTE

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Section: Discussionmentioning

confidence: 99%

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

Coleman

2016

AJTE

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“…However, as they are usually framed as addressing a deficiency, they can encounter strong resistance, because the clear implication is that the institution regards students' linguistic resources as a 'problem' in need of remediation. In one instance, this attitude resulted in home students from multilingual backgrounds feeling such a loss of face when referred to a writing course that they refused to attend (Preece 2009). In another university, resistance from home students to a course entitled 'Writing at Degree Level' was so strong that the course had to be withdrawn (Tickle 2011).…”

Section: Current Provisionmentioning

confidence: 97%

“…In this sense, using academic discourse implies learning a register; in other words, a form of bidialectism is required of all users regardless of their linguistic identity/ies. The impact of this requirement has been examined by Preece (2009). In her study, multilingual British national students, regardless of their linguistic identities in relation to heritage languages, had 'constructed themselves as bidialectal ' (2009, 29) in their struggle to access the 'posh' discourse of the institution.…”

Section: Cultural Shiftsmentioning

confidence: 98%

“…Aimed (ostensibly) at international students, 'the book not only offers an introduction to the vocabulary on the AWL (Academic Word List), but also gives learners insights into important academic discourses' (Tribble 2009, 412). Given that the items on the AWL by definition belong to a specialised register, many native speakers of English may not have active knowledge of them, recalling the bidialectal situation described by Preece (2009).…”

Section: Cultural Shifts Revisitedmentioning

confidence: 98%

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Developing that voice: locating academic writing tuition in the mainstream of higher education

Hathaway

2015

Teaching in Higher Education

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This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the university. For illustration, it examines a course that does precisely this and which, in a radical departure from other practices, is embedded in the curriculum as a requirement. It discusses the theoretical contexts of the course and shows how the content and methodology is underpinned and informed by new understandings of the cultural, linguistic and epistemological aspects of acquiring academic literacies.

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“…Research shows that while higher education institutions in anglophone settings have welcomed the cultural diversification of the student population, they are less certain about how to approach the linguistic diversity that accompanies a culturally diverse body of students. While welcoming cultural diversity, universities tend to treat linguistic diversity in terms of language deficit and a problem to be fixed (see, e.g., Preece 2009Preece , 2010Marshall 2010;Martin 2010). The seminar series set out to put forward alternative perspectives to linguistic diversity, in which the varied linguistic repertoires of bilingual and multilingual students are viewed as resources and assets for the institution to develop and in which higher education space is viewed as a site of multilingualism.…”

Section: The Changemakers Multilingual University Projectmentioning

confidence: 99%

Shaping Higher Education with Students

2018

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Our biggest thanks go to everyone in the student author and editorial teams. Coupled with a tremendous team spirit, their desire to make a difference in higher education is deeply moving. Our heartfelt gratitude also goes to all the academics who have served as our R=T Professors in the project. We thank them for their infectious passion for researchbased education and unyielding support to our student authors. Their exemplary approaches to student education are celebrated by their partner students in Section 2 of the book -as they have undeniably inspired our next generation of research-based educators.Apart from the R=T team, we would not have got to where we are without the support from other colleagues and students at UCL. We would like to thank Professor Dilly Fung for supporting the R=T initiative as part of the UCL Connected Curriculum and for her inspiring leadership of the UCL Arena Centre for Research-based Education. Other colleagues from the Arena Centre, particularly those from the Connected Curriculum and ChangeMakers teams, have given us their invaluable support throughout the project. Our special thanks go to Dr Paul Walker, who has given us some great advice on student-staff partnerships. We would also like to thank Howard Gossington and Kim Allen for their copyediting of the manuscripts, and to Patrick Robinson for his filming and editing of R=T video materials. The students and staff who participated in the Masterclasses, discussion events and focus groups have made the project a success by sharing their valuable experience and ideas. We are very grateful for their contribution to the initiative.Our gratitude goes to Dr Asma Buanz, who has kindly allowed us to use her beautifully created image for our book cover. The image shows crystals forming colourful chain link patterns on glass. The crystals themselves are the result of a mixture of two metastable polymorphs. Our book is all about connections -between students and staff and between research and teaching -and it is our hope that it will inspire many more ACknowlEdgEMEnTS vi such linkages at microscopic and macroscopic scales. Asma is herself a researcher and educator in the School of Pharmacy at UCL.Last but not least, we would like to thank Wahida Samie (Education & Campaigns Officer, Chair of the UCLU Board of Trustees, UCL Union, 2015-16), Professor Anthony Smith (UCL Vice-Provost for Education and Student Affairs), Professor David Price (UCL Vice-Provost for Research) and Professor Michael Arthur (UCL President and Provost) for their support for the R=T initiative. Their presence and sharing of precious ideas at the R=T Launch Event in November 2015 was not just a show of support to the initiative but also sent an all-too-important message to the institution and beyond that research-based education is indeed a truly cross-community student-staff partnership effort. Numbers of learners who enrolled in the first offering of our FutureLearn MOOC, and where they are based 268 Can students, like professional educationalists, shape higher ...

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Multilingual identities in higher education: negotiating the ‘mother tongue’, ‘posh’ and ‘slang’

Cited by 28 publications

References 23 publications

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

Developing that voice: locating academic writing tuition in the mainstream of higher education

Shaping Higher Education with Students

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