Language policy from below:

Language choice in student project groups in a multilingual university setting

Janus Mortensen

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    Resumé

    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.
    OriginalsprogEngelsk
    TidsskriftJournal of Multilingual & Multicultural Development
    Vol/bind35
    Udgave nummer4
    Sider (fra-til)425-442
    ISSN0143-4632
    DOI
    StatusUdgivet - 2014

    Emneord

    • language policy
    • language choice
    • lingua franca
    • internationalisation in universities
    • Danish

    Citer dette

    @article{7bb08ffb3c274d4db6a6c1870dfc2dc7,
    title = "Language policy from below:: Language choice in student project groups in a multilingual university setting",
    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.",
    keywords = "language policy, language choice, lingua franca, internationalisation in universities, Danish, language policy, language choice, lingua franca, internationalisation in universities, Danish",
    author = "Janus Mortensen",
    year = "2014",
    doi = "10.1080/01434632.2013.874438",
    language = "English",
    volume = "35",
    pages = "425--442",
    journal = "Journal of Multilingual & Multicultural Development",
    issn = "0143-4632",
    publisher = "Taylor & Francis",
    number = "4",

    }

    Language policy from below: Language choice in student project groups in a multilingual university setting. / Mortensen, Janus.

    I: Journal of Multilingual & Multicultural Development, Bind 35, Nr. 4, 2014, s. 425-442.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    TY - JOUR

    T1 - Language policy from below:

    T2 - Language choice in student project groups in a multilingual university setting

    AU - Mortensen, Janus

    PY - 2014

    Y1 - 2014

    N2 - 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.

    AB - 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.

    KW - language policy

    KW - language choice

    KW - lingua franca

    KW - internationalisation in universities

    KW - Danish

    KW - language policy

    KW - language choice

    KW - lingua franca

    KW - internationalisation in universities

    KW - Danish

    U2 - 10.1080/01434632.2013.874438

    DO - 10.1080/01434632.2013.874438

    M3 - Journal article

    VL - 35

    SP - 425

    EP - 442

    JO - Journal of Multilingual & Multicultural Development

    JF - Journal of Multilingual & Multicultural Development

    SN - 0143-4632

    IS - 4

    ER -