"They Have Lost Their Identity but Not Gained a British One": Non-Traditional Multilingual Students in Higher Education in the United Kingdom

Autor/in	Martin, Peter
Titel	"They Have Lost Their Identity but Not Gained a British One": Non-Traditional Multilingual Students in Higher Education in the United Kingdom
Quelle	In: Language and Education, 24 (2010) 1, S.9-20 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Higher Education; Personal Narratives; Multilingualism; Graduates; Monolingualism; Foreign Countries; Universities; Ethnicity; Minority Groups; Undergraduate Study; Undergraduate Students; Student Needs; Cultural Awareness; Second Languages; Case Studies; English (Second Language); Public Policy; United Kingdom; United Kingdom (London) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Erlebniserzählung; Mehrsprachigkeit; Multilingualismus; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Ausland; University; Universität; Ethnizität; Ethnische Minderheit; Grundstudium; Cultural identity; Kulturelle Identität; Second language; Zweitsprache; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Öffentliche Ordnung; Großbritannien
Abstract	This paper looks at the intersection between higher education, language and identity in Britain. It examines the reflections of minority ethnic graduates on their undergraduate studies in a new university in London. The graduates are from widening participation backgrounds and are multilingual. The paper explores how these graduates experienced their "linguistic journey" in higher education with a focus on the development of multilingual identities and the ways in which multilingual resources are given scant recognition in UK universities. The context is set by giving an overview of government discourses on multilingualism and discussing how the United Kingdom has attempted to manage multilingual learners in educational settings. This is illustrated by four multilingual graduates' stories. These stories are indicative of how UK universities reproduce the monolingual ethos common in much of British society, either by ignoring the linguistic repertoires of their minority ethnic students, or by treating these as problematic. The paper argues that UK universities need to be imagined as multilingual spaces that respect the needs of minority ethnic students and appreciate the cultural and linguistic resources that this diverse group of students bring into the higher education sector. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10