English Is 'the Language Everybody Shares' but It Is 'My Native Language': Language Ideologies and Interpersonal Relationships among Students in Internationalizing Higher Education

Autor/in	Shirahata, Mai
Titel	English Is 'the Language Everybody Shares' but It Is 'My Native Language': Language Ideologies and Interpersonal Relationships among Students in Internationalizing Higher Education
Quelle	In: Language and Intercultural Communication, 23 (2023) 5, S.453-469 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shirahata, Mai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2023.2217793
Schlagwörter	Language Attitudes; International Education; English (Second Language); Second Language Learning; Second Language Instruction; Multilingualism; Student Diversity; Masters Programs; Language of Instruction; Foreign Countries; Interpersonal Relationship; Self Concept; Graduate Students; Foreign Students; Discourse Analysis; Psychology; Group Discussion; Correlation; Finland + Suchen Sie Ihr Suchwort? Sprachverhalten; Internationale Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Magister course; Magisterstudiengang; Teaching language; Unterrichtssprache; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Diskursanalyse; Psychologie; Gruppendiskussion; Korrelation; Finnland
Abstract	This paper examines the roles of different language ideologies--sets of common-sense beliefs about language and its speakers--in students' identity construction and negotiation in the context of internationalizing higher education. Along with the increasing diversity of students as English speakers, language ideologies have been critically examined for potential contribution to inequalities among students. I analyze two focus group discussions of students from international English-medium instruction master's programs at a Finnish university. I explore the students' talk using critical discursive psychology to illuminate possible intersections between language ideologies and students' situated identity construction, paying attention to ideological dilemmas alongside students' identity negotiation. The findings indicate that both emerging and established language ideologies may become relevant to students' identity construction and negotiation. Possibly, turning students' attention towards the multilinguality of every student and the specific purposes and characteristics of academic language might contribute to the discursive sustainability of inclusive interpersonal relationships among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01