Ivory Tower or Tower of Babel? The Challenge of Multilingualism for the Globally Embedded University

Autor/inn/en	Mizrahi-Shtelman, Ravit; Drori, Gili S.
Titel	Ivory Tower or Tower of Babel? The Challenge of Multilingualism for the Globally Embedded University
Quelle	In: Higher Education: The International Journal of Higher Education Research, 85 (2023) 6, S.1357-1379 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mizrahi-Shtelman, Ravit) ORCID (Drori, Gili S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00894-w
Schlagwörter	Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Hebrew; Language of Instruction; Universities; Position Papers; Self Concept; Native Language; Institutional Mission; Contrastive Linguistics; Comparative Analysis; Language Styles; Foreign Countries; Institutional Characteristics; Israel + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; University; Universität; Positionspapier; Selbstkonzept; Linguistics; Kontrastive Linguistik; Sprachstil; Ausland
Abstract	Higher education organizations in countries where English is not the native tongue must function in a multilingual mode, using English as their primary language for scientific exchange and academic publication and relying on the native language for instruction and administration. When operating in a multilingual mode of communication and identity expression, a higher education organization runs the risk of becoming a "tower of Babel"; however, by operating solely in single-language mode, it may become an "ivory tower." Investigating Israeli higher education organizations and focusing specifically on their mission statements, we analyzed the built-in tension of this multilingual self-identification through how they introduce themselves in the lingua franca of global academe, namely English, and in the local language, Hebrew. In our analysis, we found: (a) differences between the English- and Hebrew-language mission statements in length, style, and context; (b) differences in thematic emphases and thus in the narration of organizational identity; and (c) that such thematic differences patterned according to the three categories of state-mandated higher education organizations and, to some degree, time. We conclude that multilingualism serves both as an arena for the negotiation of organizational identity and as a state of being for higher education organizations in non-English-speaking countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01