Language of Knowledge and Knowledge of Language. Towards Plurilingual Sciences?

Autor/in	Yanaprasart, Patchareerat
Titel	Language of Knowledge and Knowledge of Language. Towards Plurilingual Sciences?
Quelle	In: European Journal of Higher Education, 10 (2020) 3, S.257-275 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yanaprasart, Patchareerat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2020.1777450
Schlagwörter	Competition; Global Approach; Language Planning; Multilingualism; French; Universities; Comparative Analysis; Scientific Research; Innovation; Language Usage; Language Attitudes; Printed Materials; Departments; Language Proficiency; Decision Making; Foreign Countries; Knowledge Management; Language of Instruction; International Education; Intellectual Disciplines; Italian; English (Second Language); German; Switzerland + Suchen Sie Ihr Suchwort? Wettkampf; Globales Denken; Sprachwechsel; Mehrsprachigkeit; Multilingualismus; Französisch; University; Universität; Sprachgebrauch; Sprachverhalten; Department; Abteilung; Language skill; Language skills; Sprachkompetenz; Decision-making; Entscheidungsfindung; Ausland; Wissensmanagement; Teaching language; Unterrichtssprache; Internationale Erziehung; Geisteswissenschaften; Italienisch; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Schweiz
Abstract	Academic globalisation and the internationalisation of scientific knowledge currently place higher education between two forces: global competitiveness and innovation on the one hand, local attractiveness and diversity on the other. In view of this double requirement, this paper aims to examine language policy and analyse its impact on language choice and language knowledge requirements in Higher Education Institution curricula. For this purpose, language policy documents of three French-speaking Swiss universities will be compared so as to shed light on their reasons for enhancing plurilingual sciences or hindering academic multilingualism. The study brochures of different disciplines and faculties will be perused and discussed with reference to language needs and language proficiency requirements. It appears that if an explicit and institutionalised language policy is desirable for a coherent and productive teaching and learning outcome on the vertical scale, the influence of the nature of the disciplines on the relation they have with language is a substantial factor in determining language choices. A clear overview of the relationships between factors will contribute to a successful top-down decision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01