Language Policy from Below: Language Choice in Student Project Groups in a Multilingual University Setting

Autor/in	Mortensen, Janus
Titel	Language Policy from Below: Language Choice in Student Project Groups in a Multilingual University Setting
Quelle	In: Journal of Multilingual and Multicultural Development, 35 (2014) 4, S.425-442 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2013.874438
Schlagwörter	Educational Policy; Language of Instruction; English (Second Language); Second Language Learning; Official Languages; International Education; Higher Education; Case Studies; Language Attitudes; Foreign Countries; Student Projects; Group Dynamics; Language Usage; Indo European Languages; Student Attitudes; College Students; Discourse Analysis; Code Switching (Language); Mixed Methods Research; Denmark + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Office language; Amtssprache; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Sprachverhalten; Ausland; Schulprojekt; Gruppendynamik; Sprachgebrauch; Indoeuropäisch; Schülerverhalten; Collegestudent; Diskursanalyse; Dänemark
Abstract	Internationalisation is a buzzword in European higher education, and many universities work hard to devise and implement strategies that will help facilitate increased transnational student mobility. In this context, English is commonly seen as the "natural" choice for university internationalisation, and English is accordingly promoted as the "obvious" language of instruction for international education in many university policies. This article argues that the idea that university internationalisation should equal the exclusive use of English as a lingua franca is essentially misguided. Not only is it at odds with the available empirical evidence, it also puts unnecessary constraints on the potential that transnational education holds for cultural and linguistic exchange and development. The article is based on a case study where the patterns of language choice of three student project groups at an international study programme in Denmark were analysed quantitatively and qualitatively. The analysis shows that although there is a quantitative preference for English in the three groups which matches the general pro-English language ideology at the programme, the groups have nevertheless, to varying degrees, developed practice-based language policies "from below" that allow for alternating and sometimes syncretic use of English and Danish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10