Lecturing in one’s first language or in English as a lingua franca: The Communication of authenticity

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    The demand for internationalization puts pressure on Danish universities
    to use English as the language of instruction instead of or in addition to
    the local language(s). The purpose of this study – though proceeding
    from the belief that true internationalization seeks to exploit all linguistic
    and communicative resources available within the institution – is to offer
    potential directions in the search for the “best practice” of Danish and
    other non-native English-speaking university teachers who have lately
    had to switch to English in transmitting their academic expertise to
    students of the multicultural and multilingual classroom. This case study
    concerns Danish university teachers’ spoken discourse and interaction
    with students in a Danish-language versus English-language classroom.
    The data are video recordings of classroom interaction at the University
    of Roskilde, Denmark. The focus is on the relationship between
    linguistic-pragmatic performance and academic authenticity for university
    teachers teaching courses in both English and Danish, based on recent
    sociolinguistic concepts such as “persona,” “stylization,” and “authenticity.”
    The analysis suggests that it is crucial for teachers’ ability to
    authenticate themselves through appropriate communicative strategies that
    teacher and students share some relevant cultural frames of reference,
    and that limitations in teachers’ use of appropriate communicative
    strategies may impede their authenticity, affecting their academic
    TidsskriftActa Linguistica Hafniensia: International Journal of Linguistics
    Udgave nummer2
    Sider (fra-til)218-242
    StatusUdgivet - 2014


    • sociolinguistics; internationalization; Danish higher education; English as lingua franca; teacher identity; stylization; authenticity

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