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Using Legitimation Code Theory to explore the use of English and other semiotic resources in knowledge building in university English medium education.
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
This paper reports results from a research project which uses Legitimation Code Theory (LCT) to explore how English and other semiotic resources are used in knowledge-building practices in university level English medium education (EME). It starts from the premise that understanding the uses of participants' semiotic resources in EME needs to be linked more clearly to the nature of the disciplinary knowledge which is the target of instruction, both across and within academic disciplines. LCT is an approach from the sociology of education which can be used to explore and enhance all kinds of knowledge-building practices (Maton, 2014). It is a response to what Maton (2014: 3-4) claims is the "knowledge blindness" of much educational research, that is, that the nature and structure of knowledge and knowledge practices is often not considered, and instead there is a focus on ways of knowing and knowers (e.g., from a psychological perspective, as in constructivist accounts of learning). Current LCT-informed research mainly uses the three "dimensions" of Specialization, Semantics and Autonomy to reveal the underlying organising principles of knowledge practices. Specialization sees practices as knowledge-knower structures which can be explored in terms of epistemic relations to objects of study, and social relations to ways of knowing and knowers. Semantics explores practices in terms of their context-embeddedness (semantic gravity) and how densely packed meanings are (semantic density). Autonomy examines how knowledge practices are positioned as more or less inside or outside fields of activity, and the purposes to which such "inside" or "outside" knowledge is put. The project uses these three dimensions of LCT to explore how English and other semiotic resources are put to use in knowledge-building in university English-medium education. Specialization shows how epistemic relations involving relative focus on the "what" and "how" of learning can account for differences in the use of semiotic resources even within the same discipline. Semantics shows how lecturers handle complex, highly dense material by "unpacking" and "repacking" it in "semantic waves", and Autonomy shows how knowledge from "inside" or "outside" the current topic (e.g., when giving examples) can be used more or less effectively for disciplinary knowledge-building purposes. The data are drawn from a corpus of video-recordings of face-to-face and online teaching and interviews with lecturers, from a range of disciplines, in two EME settings (Spain and Turkey). The analysis combines LCT with a conversation analytic and corpus linguistics (CA/CL) approach, in which fine-grained qualitative analyses of specific extracts of interaction are combined with corpus analyses which reveal wider patterns across datasets. The paper ends with suggestions as to how the findings of LCT-based studies which use detailed analyses of classroom data can be used as a knowledge base and resource for the professional development of lecturers in university English medium education.
Reference Maton, K. (2014). Knowledge and knowers: Towards a realist sociology of education. Routledge.
The role of translation technology in supporting multilingualism, translanguaging and transknowledging in EMI higher education
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
The history and current reality of Australia is multilingual, and in higher education settings this multilingualism is amplified. However, over the last decade, there has been a troubling positioning of the linguistic expertise of multilingual international and domestic students in English medium higher education institutions in Australia. This has prompted our research team to conduct a longitudinal series of small-scale reflexive classroom-based studies into the relationship between students' multilingual capabilities, academic English, and students' agency and wellbeing. Early studies have demonstrated that translation and knowledge exchange are two key processes that increase students' academic proficiency in their home language and English. More than this, engaging these processes enhances students' positive identity as valuable carriers of knowledge who can enrich their own learning and that of their peers (Heugh, Li & Song, 2017). Building on this, the current presentation will discuss the most recent project 'Using Human Language Technology (HLT) to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention'. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher diversity at the predominantly English-medium university through newly enhanced HLTs such as online translation tools. Key findings include the extent of HLT use, its different functions in supporting academic activities, and implications for academic integrity. The study showed that most students, whether monolingual and domestic, or multilingual and international, have already made use of HLT outside of their university or higher education study. Many students use human translation and translation technologies to understand complex academic reading in English, and to assist in producing written responses in academic English. The shape of their multilingual repertoires and academic language proficiencies may impact the skill with which they integrate HLTs appropriately into research, writing and editing practices. Implications for higher education institutions will be discussed, including engaging students' multiple languages and knowledges in higher education, providing inclusive English language support, and guiding staff and students in the appropriate use of HLTs to maintain academic integrity. We emphasise the need to look beyond linguistic diversity and language repertoire, and understand the contributions of and implications for diverse ways of knowing (epistemology), being (including wellbeing) and believing (including worldviews), which are often obscured in conventional approaches to university teaching and learning.
Heugh, K. (2017). Translation and Multilingual Education. In R. K. Agnihotri, A. S. Gupta & A. L. Khanna (Eds.), Trends in language teaching (pp. 19-30). Hyderabad: Orient BlackSwan. Heugh, K., French, M., Arya, V., Pham, M., Tudini, V., Billinghurst, N., Tippett, N., Chang, L., Nichols, J. & Viljoen, J-M. (2022 ftc), Translation technology in EMI higher education: translanguaging, transknowledging, academic integrity and inclusion, AILA Review. Heugh, K., Li, X., & Song, Y. (2017). Multilingualism and translanguaging in the teaching of and through English: rethinking linguistic boundaries in an Australian University. In B. Fenton-Smith, P. Humphries & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: issues and challenges from policy to pedagogy (pp. 259-279). Dordrecht: Springer.
Presenters Mei French Lecturer, University Of South Australia
International music education: the complex interplay of multilingual repertoires in teaching and learning
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
While research into the internationalisation and Englishisation of higher education is flourishing, it has so far paid little attention to the discipline of music and the performing arts. This contribution aims to address this research gap and presents an exploratory study into multilingualism at a well-known music university in Austria, which has long enjoyed an international reputation as a global centre of classical music. The study, which combines a student-survey with semi-structured interviews with staff and students, investigates the roles English, German and other languages fulfil for teaching and learning music in and across diverse professional subfields and educational contexts, such as artistic performance or music theory. The findings and impact of the study are twofold. On the one hand, the stakeholder perspectives on the enacted multilingual practices and policies reveal that meaning making and knowledge construction are understood as developing in situated and dynamical ways, while suggesting an institutional multilingual regime of privileging German and English over other linguistic resources. On the other hand, the analysis of reported educational practices allows to identify the multilingual specifics of international tertiary-level music education, thus distinguishing it from other disciplines.
Research into the internationalisation and Englishisation of higher education is flourishing and covers an increasingly vast range of different geographical contexts as well as academic disciplines (e.g. McKinley & Galloway 2022; Studer & Smit 2021; Tsou & Baker 2021; Wilkinson & Gabriëls 2021). Yet, to date, relevant investigations have largely ignored a discipline which has a long history of attracting international students to highly renowned institutions: music and the performing arts. Though a relatively small country, Austria has long enjoyed its reputation as a global centre of classical music and attracts students from all over the world. While clearly proud of their international student cohorts, initial investigations of the websites of the six officially recognised music universities have revealed that their explicit language policies are brief and underspecified at best and effectively non-existent at worst. This contribution presents the results of an exploratory study into multilingualism in tertiary-level music education. Focusing on one traditionally and internationally well-known music university in Austria, it investigates the roles English, German and other languages fulfil for teaching and learning music in and across the diverse professional subfields and educational contexts, such as artistic performance (alone or in groups) as well as theoretical subjects. The study uses a mixed-methods approach comprising a survey with 31 bachelor and master students of various specialisations and 12 semi-structured interviews with teachers, students and university management. The findings and impact of the study are twofold. On the one hand, the stakeholder perspectives on which languages are used how and why identify multilingual practices and policies contingent on educational context, music specialisation and linguistic constellation of participants. While meaning making and knowledge construction are thus understood as developing dynamically and drawing on multilingual and other semiotic resources, the institutional multilingual regime comes with specific roles for German and English, privileging them over other linguistic resources. On the other hand, the analysis of reported educational practices should lead to the identification of the specific multilingual nature of international tertiary-level music education and to what extent the challenges and opportunities presented mark it different from those of other disciplines.
Smit, U., & Studer. P. (eds). 2021. European Journal of Language Policy. Special Issue: English-medium education in internationalised universities: new policy perspectives 13/2. Wilkinson, R., & Gabriëls, R. (eds). 2021. The Englishization of Higher Education in Europe. Amsterdam University Press. Tsou, W., & Baker, W. (2021). English-Medium Instruction Translanguaging Practices in Asia. Singapore: Springer Singapore Pte. Limited. McKinley, J, &. Galloway, N. (eds). 2022. English-medium instruction practices in higher education: international perspectives. Bloomsbury Academic
The roles languages play in an English-medium business degree: bachelor students' voices on their plurilingual trajectories towards disciplinary literacy
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Within the rapidly growing research field of English-medium education in higher education, in recent years more and more studies have started taking into account the multilingual realities present in the context of English-medium programs (e.g. Dafouz & Smit 2020, Baker & Hüttner 2019). However, studies have also called for further research into the complex roles of languages within EME as well as for putting students – as key stakeholders – at the center of attention of EMEMUS research (Dafouz & Smit 2022). To address this gap, the present study provides an in-depth investigation into the ways undergraduate EME students draw on their linguistic repertoires for maneuvering their pluriliterate higher education experience. It aims to foreground students' voices and to shed light on final-year bachelor students' reflections on their disciplinary literacy development throughout their studies and the roles their L1s, the main educational language of their institution (German) and English have played in this process. To this end, in-depth interviews (each between 60 and 90 minutes long) were conducted with 19 of a highly international cohort of 68 students on an Austrian business EMP. The students' narrations highlight the complex and diversified ways by which students employed their linguistic repertoires during the three years of their degree, a significant part of which was restricted to pandemic-induced online education. Findings also show multi-layered and highly situation-dependent roles of languages for teaching, learning and community building in the context of the EMP. More specifically, the study identifies different trajectories of how students used their plurilingual resources while developing the disciplinary literacies relevant for completing their studies successfully. These trajectories are contingent on various factors, such as the country of the students' high school education, their prior work experience, and the area of specialization of their bachelor papers. Furthermore, results indicate pedagogical hierarchies among the languages present in the EMP, enacted by the lecturers and partly by the students themselves.
References: Baker, W., & Hüttner, J. (2019). "We are not the language police": Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics, 29(1), 78–94. Dafouz, E., & Smit, U. (2022). Towards multilingualism in English‑medium higher education. Journal of English-Medium Instruction, 1(1), 29–47. Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Pivot. Palgrave Macmillan.
Narratives of international peer collaboration in Business Studies: Negotiating language quality and agency in group work assignments
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Group work has become an important learner genre that can be found across a wide spectrum of disciplinary contexts in English-medium education. This type of collaborative work is mostly associated with preparation for a graded, high-stakes assignment, which is usually a written text but can also be an oral presentation. Universities often motivate the choice of this form of assignment by emphasising the role of team work for future employment.
In this paper, we conceive of group work as a genre: a staged, goal-oriented, social activity (Martin & Rose 2003) in which students engage as participants in their English-medium programme. It is social because it involves interaction between different people, goal-oriented because it is used to get things (i.e. the assignment) done, and staged because it usually involves several steps to reach the goal. In this study, we are focussing on students' reported experiences of peer collaboration during the preparation, and not on the outcome of the group work.
Taking the ROAD-MAPPING framework (Dafouz & Smit 2020) as our point of departure, we address the following research questions:
-How do the study participants present themselves as agents in this collaborative genre? -What problem-solving strategies are reported in the collaborative practices of group work? -What roles of English in multilingual settings can be identified in the students' narratives?
Our data include interviews with students taking an undergraduate English-medium programme in Business studies, which regularly attracts both local and international students in roughly equal proportions. At the time of the interviews, the participants in our study were at different stages of their programme (years 1, 2, and 3). Our analytical framework combines narrative (e.g. Georgakopoulou 2007) and positioning analysis (Davies & Harré 1990). Our particular focus is on self-reported problem-solving episodes and on how the students position themselves and their English language uses in relation to others, and others in relation to themselves. The analysis points towards the prominence of issues related to English language quality, expectations of academic text quality (outcome), and (dis)engagement by different group participants. Zooming in on academic text quality, lexico-grammatical and textual features are foregrounded to different degrees depending on the sub-discipline of the programme (e.g. Finance vs Marketing).
References: Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan. Davies, B. and Harré, R. 1990. "Positioning: The Discursive Production of Selves." Journal for the Theory of Social Behavior, 20, 43–63. Georgakopoulou, A. (2007). Small stories, interaction and identities. John Benjamins Martin, J. & Rose, D. (2003). Working with discourse: Meaning beyond clause. London: Continuum.
Presenters Maria Kuteeva Professor Of English Linguistics, Stockholm UniversityKathrin Kaufhold Associate Professor, Stockholm University
Multilingual publishing across fields of science: analysis of publication data from Finland and Poland
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
While English has become the lingua franca of global science, it has been well-established that especially in the social sciences and humanities (SSH), communication of original research results in multiple languages is an ongoing practice (Kulczycki et al., 2020). But are the natural sciences, engineering, medicine and agriculture as research fields entirely dominated by English language communication?
Standard publication and citation databases, notably Web of Science and Scopus, predominantly index peer-reviewed articles published in international English language journals. This means that research published in languages other than English remains invisible. In addition, these databases ignore science communication, which is specifically targeted to professional and general audiences outside academia. In this study we rely on more comprehensive data sources developed in Poland and Finland by integrating publication data from local Current Research Information Systems (CRIS) of universities (Sile et al., 2018).
Our aim is to investigate and compare the multilingual publishing patterns across the OECD major field classifications (OECD 2007), i.e. Natural Sciences, Engineering and Technology, Medical and Health Sciences, Agricultural Sciences, Social sciences, and Humanities. The main research questions are: How many languages individual researchers at Polish universities use in publishing peer-reviewed outputs, and what is the share of English, national language and the other languages, across the OECD main fields? How many languages are used, and what is the share of English, national languages and the other languages, in the peer-reviewed publication output of Finnish and Polish universities across the OECD main fields? How large share of the non-peer-reviewed publication output (targeted mainly to professional and general audiences) of the Finnish universities is in English, national languages and the other languages across the OECD main fields?
We created two datasets to investigate these questions: Polish dataset consists of bibliographical records of 67,413 researchers affiliated with Polish higher-education institutions or research institutes, and their 1,031,141 peer-reviewed outputs published in 2013-2016, from the Polish Scholarly Bibliography, which is part of the Polish current research information system POL-on (Korytkowski & Kulczycki, 2019). Finnish dataset consists of 74,987 peer-reviewed and non-peer-reviewed publications (publication year 2019-20), the metadata of which is recorded in the national VIRTA Publication Information Service. The VIRTA data is validated and reported by the 13 Finnish universities annually to the Ministry of Education and Culture (Pölönen & Auranen, 2022).
Kulczycki, E., Guns, R., Pölönen... (2020). Multilingual Publishing in the Social Sciences and Humanities: A Seven‐Country European Study. Journal of the Association for Information Science and Technology, 71, 1371-1385. https://doi.org/10.1002/asi.24336
Pölönen, J. & Auranen, O. (2022). Research performance and scholarly communication profile of competitive research funding: the case of Academy of Finland. Scientometrics (in print).
Sile, L., Pölönen, J., Sivertsen... (2018). Comprehensiveness of national bibliographic databases for social sciences and humanities: findings from a European survey. Research Evaluation, 27(4), 310–322. https://doi.org/10.1093/reseval/rvy016
Presenters Janne Pölönen Secretary General For Publication Forum, Federation Of Finnish Learned Societies Co-authors
Enacting Translingual Writing in English-Medium Higher Education: A Digital Ethnographic Exploration
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Translingual writing allows multilingual students to draw upon all their linguistic resources to engage in meaningful written communication. Because language is a social practice, it is important to understand multilingual students' lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in American college composition classrooms. Unpacking multilinguals' written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic and interview methods to examine the first-semester communication experiences of ten Chinese international students in the United States. The findings indicate while participants drew upon their rich multilingual communicative repertoires and engaged in translingual written communication as part of their lived experiences in social contexts, they were reluctant to draw upon their home language in academic settings. Based on the findings, I discuss the pedagogical implications on supporting multilingual students in English-medium college composition classrooms. I argue that instructors must reposition themselves as co-learners together with their multilingual students to enact a translingual stance (Horner et al., 2011) in academic settings and reimagine meaningful written communication beyond English-only. This study sheds light on rethinking the pedagogical practices around implementing translingualism in English-medium higher education.
Translingual writing allows multilingual students to draw upon all their linguistic resources to engage in meaningful written communication (Canagarajah, 2011). Because communication is a product of social practices and "languages are not something that human beings have but what human beings are" (Tiostanova & Mignolo, 2012, p. 61), it is important to understand multilingual students' lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in American college composition classrooms. To unpack multilinguals' written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic (Pink et al., 2016) and interview methods to explore the first-semester communication experiences of ten Chinese international students in a private research institution in the United States. The research questions are: (1) How did the participants engage in translingual writing in academic contexts? (2) How did they engage in translingual written communication in social contexts?
Data sources of the study included (1) two 45-minute semi-structured interviews with each participant and (2) a four-month digital ethnography of participants' written communication via a multilingual and multimodal digital platform WeChat. Data were analyzed following the coding procedures of applied thematic analysis (Guest, MacQueen, & Namey, 2012). Constant member-checking was conducted to reduce biases (Creswell & Miller, 2000).
The findings indicate participants creatively tapped into their rich multilingual communicative repertoires and engaged in translingual written communication as part of their lived experiences in social contexts. However, they were reluctant to draw upon their home language in English-medium academic settings. Based on the findings, I discuss the pedagogical implications on supporting multilingual students in English-medium college composition classrooms. I argue that instructors must reposition themselves as co-learners together with their multilingual students to enact a translingual stance (Horner et al., 2011) in academic settings and reimagine meaningful written communication beyond English-only. This study sheds light on rethinking the pedagogical practices around implementing translingualism in English-medium higher education. It contributes to the scarce literature which adopts digital ethnography (Pink et al., 2016) to explore multilingual students' lived experiences in translingual writing and provides a preliminary investigation of an under-researched territory of "whether codemeshed writing would serve the students well in contexts outside the classroom" (Canagarajah, 2011, p. 416). Reference Canagarajah, S. (2011). Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. The Modern Language Journal, 95(3), 401-417. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130. Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Thousand Oaks, CA: SAGE Publications. Pink, S., Horst, H. A., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2016). Digital ethnography: Principles and practice. Los Angeles: SAGE. Tiostanova, M. V., & Mignolo, W. (2012). Learning to unlearn: Decolonial reflections from Eurasia and the Americas. The Ohio State University Press.
Focus on classroom language in multilingual university settings: shifting perspectives.
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Employing student and teacher focus group data obtained at the Universidad Complutense de Madrid as part of the SHIFT project – an international collaboration focused on exploring the notion of disciplinary literacies from a student perspective, this presentation hopes to contribute to an understanding of the interplay of linguistic hierarchies in EMEMUS (English Medium Education in Multilingual University Settings) classrooms. Data obtained from transcripts of the focus groups conducted in the Spring of 2021 (19 informants overall) has been coded using MAXQDA. We started with five mother codes: Demographic data; Perceptions of Internationalisation; Using English; Using L1s/translanguaging and English outside the classroom, and created 24 sub-categories each further divided into 2-6 sub-codes. Once we had coded the focus group data, we had over 500 flagged extracts. This data is providing us with a nuanced understanding of the beliefs, opinions and attitudes in play. In this presentation we will focus primarily on the question of classroom language use. This area is of obvious interest to researchers (for example see Komori-Glatz 2018; Sanchez-García 2019; Smit 2019) but this is perhaps the first study to compare stakeholder views. It initially appears that there are differences between the two cohorts' idealisations of praxis: the teachers leaning heavily towards English-only instruction while the students would prefer a more multilingual approach. We are currently engaged in exploring some of the potential reasons for this mismatch. These may be institutional – for example the university's policy for internationalisation equating teaching in English with 'bilingualism' (even though they are arguably advocating L2 monolingualism in the classroom) and situational – the pandemic having contributed to a scarcity of incoming Erasmus students in the student cohort and in turn to an atypical preponderance of L1 Spanish speakers. This is a work in progress but one thing which has emerged when working with the data is that we found ourselves repeatedly wondering to what extent the two groups – teachers and students – were aware of each other's feelings on the matter. In line with AILA's concern this year with social cohesion, we cannot help but feel that while the focus group discussions provided us – researchers – with invaluable data it might be even more fruitful if the two cohorts were to engage in genuine dialogue with each other regarding the question of classroom language.
Bibliography Komori-Glatz, M. (2018). Multilingual ELF interaction in multicultural student teamwork at Europe's largest business university. In: Tatsioka, H.Z.; Seidlhofer, B.; Sifakis, N. & Ferguson, G. (eds.) Using English as a lingua franca in education in Europe, pp. 150-174. De Gruyter. Sánchez-García, D. (2019). 'I can't find the words now...': Teacher Discourse Strategies and their Communicative Potential in Spanish- and English-Medium Instruction in Higher Education, CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2): 43-55. Smit, U. (2019) Classroom Discourse in EMI: on the dynamics of multilingual practices. In Murata, K. (ed.) English Medium Instruction from an English as Lingua Franca Perspective, 99-123. Routledge.
Measuring plurilingual competence in English-Medium Instruction: language gains in students’ receptive and productive skills
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
Globalisation and the rapid increase in social mobility have transformed homogeneous educational contexts into more linguistically and culturally diverse ones (Piccardo, 2018), which explains the increasing critique of the predominant monoglossic ideologies in applied linguistics and the consequent 'multilingual turn' in the field. A case in point in the European context is the central role of plurilingual and pluricultural competence in the latest version of the CEFR (Council of Europe, 2020). However, at the same time, a growing number of non-English-speaking universities are being pushed to invest significant resources to introduce English-Medium Instruction (EMI) as part of their internationalisation strategy (Jenkins, 2014), while neglecting the role of other languages as part of their future graduates' professional profile. Furthermore, many EMI lecturers are non-language specialists and adopt monoglossic approaches to foreign-language teaching (i.e. native-like proficiency and one-language-only policies)(Lüdi, 2022). Therefore, although it seems unquestionable that EMI contributes to improving English, there is scant evidence on whether it may also have positive effects on learners' plurilingual competence, especially in ELF contexts in which English is not an official language. To this end, our study aims to explore the impact of EMI on undergraduates' plurilingual competence in Spain by examining students' plurilingual competence regarding their receptive and productive language gains after taking a six-month EMI course at a university in Catalonia (Spain). A total sample of 45 undergraduates studying Business, Tourism, Primary Education and Law participated in our study. They were asked to complete 2 tests: (1) a spoken to written mediation from Catalan to English, assessed by, on the one hand, a rubric and the CEFR's scales, and, on the other hand, the CAF measures of complexity (C/TU), accuracy (EFTU/TU and Err/TU), fluency (words per 60/total seconds) and Guiraud's Index for lexical richness (types/√tokens); and (2) an oral comprehension multiple-choice test involving Catalan, Spanish and English, using raw score out of 10. Several statistical tests will be run to examine whether the difference between the pre- and post-test is statistically significant, and whether factors such as their previous educational practices, mastery and familiarity with languaging play a significant role. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Strasbourg: Council of Europe Publishing. Jenkins, J. (2014). English as a Lingua Franca in the International University: The Politics of Academic English Language Policy. Abingdon: Routledge. Lüdi, G. (2022). Promoting Plurilingualism and Plurilingual Education: A European Perspective. In E. Piccardo, A. Germain-Rutherford & G. Lawrence (Eds.), The Routledge Handbook of Plurilingual Language Education (pp. 29-45). New York: Routledge. Piccardo, E. (2018). Plurilingualism: Vision, Conceptualization, and Practices. In P.P. Trifonas & T. Aravossitas (Eds), Handbook of Research and Practice in Heritage Language Education (pp. 207-226). New York: Springer.
Receptive Dutch for international participation in university bodies: a receptive multilingual approach
Oral Presentation[SYMP52] Multilingualism across disciplines in English-medium higher education08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 14:15:00 UTC
As Dutch is the main language of administration in most universities in the Netherlands, the language barrier in Dutch can hold internationals back from participation not only in education but also in meetings of participatory bodies. As a result, the perspective of international students and staff is not or to a lesser extent considered in policy making, which makes them less included than their Dutch peers. Receptive multilingualism (also known as Intercomprehension or Lingua Receptiva) (Backus et al., 2013; Ten Thije 2019) might offer solutions for diverse language situations, as many internationals do not need to develop advanced proficiency in productive (spoken and written) Dutch to communicate effectively. They can develop receptive proficiency in Dutch and use their productive proficiency in English. In other words, local students and staff can speak/write in Dutch, while internationals can speak/write in English. Therefore, our research project aims to explore to what extent a receptive (English/Dutch) approach in foreign language learning and use can improve the communicative effectiveness in receptive multilingual settings. Hence, this research contributes to knowledge about receptive multilingual communication and how this can be learned effectively and used in the language acquisition process of highly educated learners. Based on evidence that a receptive educational approach can save time and effort, these results have been used for developing language learning methods and help institutions with creating a more inclusive international environment. Changing a language policy does not immediately solve all problems in communication. In order to use Lingua Receptiva during university council meetings, both Dutch and international members should have sufficient listening and reading skills in all the languages involved (in our case Dutch and English). In order to lower the language barrier for international students and staff we have developed a course on Receptive Dutch for Participation in university bodies. We will give an overview of the course design, implementation and evaluation (Utrecht University 2022). Using a receptive multilingual approach implies more than only receptive skills, but it also needs awareness of the (im)possibilities of using multilingual debates and intercultural differences. To help raise this awareness we developed a workshop and a toolkit multilingual meetings. The toolkit includes a demo-video on multilingual meetings and animated knowledge clips with critical incidents that provoke reflection. Furthermore, the workshop provides interactive role-play games and concise theory. In this way, employees learn to apply strategies to accommodate as speaker, hearer and active bystander in a meeting with co-workers who have different linguistic and cultural backgrounds. During our presentation, we will also pay attention to the relevance of a participatory body program for a receptive multilingual approach in teaching and learning.
References Backus, A., Gorter, D., Knapp, K., Schjerve-Rindler, R., Swanenberg, J., ten Thije, J.D., & Vetter, E. (2013). Inclusive Multilingualism: Concept, modes, and implications. European Journal of Applied Linguistics, 1(2), 179-215. Ten Thije, J.D. (2019). Receptive multilingualism. In D. Singleton & L. Aronin (Eds.) Twelve Lectures on Multilingualism (pp. 327-363). Bristol, UK: Multilingual Matters. Utrecht University (2022). Multilingualism in employee and student representation. Utrecht University.
Jan Ten Thije Professor Emeritus Intercultural Communication , Utrecht UniversityRick De Graaff Professor Of Language Pedagogy, Utrecht University Co-authors
Mei French
Miya Komori-Glatz
Maria Kuteeva
Kathrin Kaufhold
Janne Pölönen
Thais Mena Orduña
Rick De Graaff