Teaching in a foreign language

Linguistic performance and academic authority in the international university

    Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskning

    Resumé

    The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching courses in both English and Danish, based on recent sociolinguistic theories and concepts such as "persona," "stylization" and "authentication" (Bell, Eckert, Coupland, Bucholtz). The purpose is diagnostic with a view to the professionalization of university teachers who, without being native speakers of English, are to communicate their expertise in the multicultural learning environment. The main research question is: How does it affect the professional identity of university teachers in Denmark - as manifested in their discourses, and as perceived by themselves and the students - that they now have to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties in investigating such issues. Obviously, Danish university teachers are not alone in facing the challenge of having to teach in English, and the project is therefore relevant to university teachers in all EFL countries.

    [1] Countries where English is a Foreign Language

    OriginalsprogEngelsk
    TitelHigher Education in the Global Village : Cultural and Linguistic Practices in the International University
    RedaktørerHartmut Haberland, Janus Mortensen, Anne Fabricius, Bent Preisler, Karen Risager, Susanne Kjærbeck
    Antal sider20
    Udgivelses stedRoskilde
    ForlagInstitut for Kultur og Identitet, Roskilde Universitet
    Publikationsdato2008
    Sider103-122
    ISBN (Trykt)978-87-920-2414-5
    StatusUdgivet - 2008

    Citer dette

    Preisler, B. (2008). Teaching in a foreign language: Linguistic performance and academic authority in the international university. I H. Haberland, J. Mortensen, A. Fabricius, B. Preisler, K. Risager, & S. Kjærbeck (red.), Higher Education in the Global Village: Cultural and Linguistic Practices in the International University (s. 103-122). Roskilde: Institut for Kultur og Identitet, Roskilde Universitet.
    Preisler, Bent. / Teaching in a foreign language : Linguistic performance and academic authority in the international university. Higher Education in the Global Village: Cultural and Linguistic Practices in the International University. red. / Hartmut Haberland ; Janus Mortensen ; Anne Fabricius ; Bent Preisler ; Karen Risager ; Susanne Kjærbeck. Roskilde : Institut for Kultur og Identitet, Roskilde Universitet, 2008. s. 103-122
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    abstract = "The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching courses in both English and Danish, based on recent sociolinguistic theories and concepts such as {"}persona,{"} {"}stylization{"} and {"}authentication{"} (Bell, Eckert, Coupland, Bucholtz). The purpose is diagnostic with a view to the professionalization of university teachers who, without being native speakers of English, are to communicate their expertise in the multicultural learning environment. The main research question is: How does it affect the professional identity of university teachers in Denmark - as manifested in their discourses, and as perceived by themselves and the students - that they now have to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three {"}teacher voices of the international university{"} in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties in investigating such issues. Obviously, Danish university teachers are not alone in facing the challenge of having to teach in English, and the project is therefore relevant to university teachers in all EFL countries.[1] Countries where English is a Foreign Language",
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    Preisler, B 2008, Teaching in a foreign language: Linguistic performance and academic authority in the international university. i H Haberland, J Mortensen, A Fabricius, B Preisler, K Risager & S Kjærbeck (red), Higher Education in the Global Village: Cultural and Linguistic Practices in the International University. Institut for Kultur og Identitet, Roskilde Universitet, Roskilde, s. 103-122.

    Teaching in a foreign language : Linguistic performance and academic authority in the international university. / Preisler, Bent.

    Higher Education in the Global Village: Cultural and Linguistic Practices in the International University. red. / Hartmut Haberland; Janus Mortensen; Anne Fabricius; Bent Preisler; Karen Risager; Susanne Kjærbeck. Roskilde : Institut for Kultur og Identitet, Roskilde Universitet, 2008. s. 103-122.

    Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskning

    TY - CHAP

    T1 - Teaching in a foreign language

    T2 - Linguistic performance and academic authority in the international university

    AU - Preisler, Bent

    PY - 2008

    Y1 - 2008

    N2 - The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching courses in both English and Danish, based on recent sociolinguistic theories and concepts such as "persona," "stylization" and "authentication" (Bell, Eckert, Coupland, Bucholtz). The purpose is diagnostic with a view to the professionalization of university teachers who, without being native speakers of English, are to communicate their expertise in the multicultural learning environment. The main research question is: How does it affect the professional identity of university teachers in Denmark - as manifested in their discourses, and as perceived by themselves and the students - that they now have to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties in investigating such issues. Obviously, Danish university teachers are not alone in facing the challenge of having to teach in English, and the project is therefore relevant to university teachers in all EFL countries.[1] Countries where English is a Foreign Language

    AB - The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching courses in both English and Danish, based on recent sociolinguistic theories and concepts such as "persona," "stylization" and "authentication" (Bell, Eckert, Coupland, Bucholtz). The purpose is diagnostic with a view to the professionalization of university teachers who, without being native speakers of English, are to communicate their expertise in the multicultural learning environment. The main research question is: How does it affect the professional identity of university teachers in Denmark - as manifested in their discourses, and as perceived by themselves and the students - that they now have to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties in investigating such issues. Obviously, Danish university teachers are not alone in facing the challenge of having to teach in English, and the project is therefore relevant to university teachers in all EFL countries.[1] Countries where English is a Foreign Language

    M3 - Book chapter

    SN - 978-87-920-2414-5

    SP - 103

    EP - 122

    BT - Higher Education in the Global Village

    A2 - Haberland, Hartmut

    A2 - Mortensen, Janus

    A2 - Fabricius, Anne

    A2 - Preisler, Bent

    A2 - Risager, Karen

    A2 - Kjærbeck, Susanne

    PB - Institut for Kultur og Identitet, Roskilde Universitet

    CY - Roskilde

    ER -

    Preisler B. Teaching in a foreign language: Linguistic performance and academic authority in the international university. I Haberland H, Mortensen J, Fabricius A, Preisler B, Risager K, Kjærbeck S, red., Higher Education in the Global Village: Cultural and Linguistic Practices in the International University. Roskilde: Institut for Kultur og Identitet, Roskilde Universitet. 2008. s. 103-122