Language Perceptions And Practices In Multilingual Universities

This edited book examines language perceptions and practices in multilingual university contexts in the aftermath of recent theoretical developments questioning the conceptualization of language as a static entity, drawing on case studies from different Northern European contexts in order to explore the effects of phenomena including internationalization, widening participation, and migration patterns on language attitudes and ideologies. The book provides cutting-edge perspectives on language uses in Northern European universities by drawing attention to the multiplicity of language practices alongside the prominence of English in international study programmes and research publication. It will be of interest to students and scholars of multilingualism, sociolinguistics, applied linguistics, and education, as well as language policymakers. bfiqo

This volume provides conceptual syntheses of diverging multilingual contexts, research findings, and practical applications of integrating content and language (ICL) in higher education in order to generate a new understanding of the cross-contextual variation. With contributions from leading authors based in Asia, the Middle East, and Europe, the volume offers comparison of contextualized overviews of the status of ICL across the geographic areas and allows us to identify patterns and advance the scholarship in the field. ICL in teaching and learning has become an important consideration in the endeavors to address linguistic diversity at universities, which has resulted from the growing teacher and student mobility around the world.

This book offers an account of what, how and why language matters in academia by providing examples from a wide range of areas in European institutions.

This book begins with the idea that English in the multilingual university is filled with and surrounded by tensions, from the renegotiation and bending of language norms to the emotional strain of the increasing use of English. It explores how these tensions are experienced by those who find themselves in multilingual university settings outside the anglophone world and use English in their research or education. The author examines the use of English in multiple domains in Swedish universities, progressing from macro perspectives on language policies to in-depth qualitative studies of individuals. The book presents both a synthesis of recent scholarship on the use of language in multilingual universities and the author’s own empirical findings, which are situated in a theoretical framework based on the work of Mikhail Bakhtin. The book offers the reader a novel way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices.

This book begins with the idea that English in the multilingual university is filled with and surrounded by tensions, from the renegotiation and bending of language norms to the emotional strain of the increasing use of English. It explores how these tensions are experienced by those who find themselves in multilingual university settings outside the anglophone world and use English in their research or education. The author examines the use of English in multiple domains in Swedish universities, progressing from macro perspectives on language policies to in-depth qualitative studies of individuals. The book presents both a synthesis of recent scholarship on the use of language in multilingual universities and the author's own empirical findings, which are situated in a theoretical framework based on the work of Mikhail Bakhtin. The book offers the reader a novel way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices.

English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects. This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Research on this topic is not only timely but also very much needed, particularly in contexts that are relatively new to EMI, as well as in contexts where monolingual forms of teaching and monolingual institutional policies still prevail. Empirical, research-based studies as well as theoretical reviews that centre around multilingual and translingual practices in partial and full (i.e. English-only) EMI settings are elaborated, with case studies from Colombia, Indonesia, Iraq, Norway, Qatar, Spain, Turkey, United Arab Emirates, the UK and the USA.

This collection brings together insights from research and scholars’ practical experience on the role of language and language use in teacher practices at the university level in EMI contexts, offering global perspectives across diverse educational settings. The volume considers the language-related practices, processes and ways of thinking implemented in EMI contexts as teachers and students co-construct meaning through interaction while also situating these observations within the wider educational policies of institutions, societal norms and contextual pedagogies. The book highlights both the diversity and commonalities of the challenges and opportunities in enhancing student experience in different EMI contexts, drawing on international perspectives spanning South America, Europe and Asia. In so doing, the volume offers a comprehensive portrait of the current realities of the EMI experience at the university level, empowering stakeholders to critically reflect upon and adapt their classroom strategies to their own realities and chart new directions for research in the field. The book will be of particular interest to scholars interested in issues in English-medium instruction, applied linguistics, language policy and language education, as well as those currently teaching in EMI contexts.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.