English-Only Europe: Challenging Language Policy
Abstract
English-Only Europe? explores the role of languages in the process of European integration. Languages are central to the development of an integrated Europe. The way in which the European Union deals with multilingualism has serious implications for both individual member countries and international relations. In this book, Robert Phillipson considers whether the contemporary expansion of English represents a serious threat to other European languages. After exploring the implications of current policies, Phillipson argues the case for more active language policies to safeguard a multilingual Europe. Drawing on examples of countries with explicit language policies such as Canada and South Africa, the book sets out Phillipson's vision of an inclusive language policy for Europe, and describes how it can be attained.
... La Unión Europea está actualmente conformada por 27 estados y 23 idiomas oficiales activos con grandes servicios de interpretación y traducción para asegurar el multilingualismo y cumplir con un amplio espectro de propósitos escritos y orales (Phillipson, 2003). Los asuntos concernientes al idioma en la Unión Europa son complejos porque hay una gran fluidez de políticas en materia de lingüística en Europa. ...
... Estos países son "observadores de Boloña", sin interés propio, ya que los estudiantes extranjeros de nivel superior son un gran negocio para ellos, y Europa es potencialmente un serio competidor. Lo que más impacta es que en ninguno de los largos comunicados de las reuniones ministeriales se hace referencia a los idiomasaún cuando los 23 idiomas oficiales de la Unión Europea por principio tienen Robert Phillipson, Americanización e inglesización como procesos de ocupación global ______________________________________________________________________ los mismos derechos (Phillipson, 2003)-. No existe nada relacionado con títulos bilingües o multilingualismo. ...
... Mi propia experiencia en ambos niveles, el Robert Phillipson, Americanización e inglesización como procesos de ocupación global ______________________________________________________________________ nacional, principalmente en Dinamarca, mi país de residencia, y a nivel supranacional de las instituciones de la Unión Europea indican que se puede obtener cierto aporte escolar -una cantidad modesta de investigación en políticas de idiomas ya ha sido comisionada por la Unión Europea-pero tiende a ser ignorada. Esto significa que aún cuando existe una retórica para reforzar el multilingualismo y la diversidad, al mercado detrás del inglés mundial se le da rienda suelta (Phillipson, 2003). Un aumento del inglés en las instituciones de la Unión Europea y en general en la sociedad europea (en los mundos financieros y de negocios, la academia, los medios de comunicación y entretenimiento) sirven a unos intereses mejor que a otros. ...
Las políticas imperialistas de los Estados Unidos y Gran Bretaña han apuntado directamente a la ocupación física y mental a nivel mundial. A través del análisis crítico de la desigualdad global resultante se puede develar como se ha legitimado esta ocupación. El mito de la terra nullius, explicado por Locke, sirvió para legitimar el dominio colonial europeo denunciado por Kant. La americanización ha sido exportada como una cultura nullius que ha servido para consolidar el consumismo y el subyacente sistema económico y militar. El neoliberalismo aumenta la inequidad, que es un factor causal en las sociedades capitalistas disfuncionales. La integración política y económica de Europa ha sido coordinada y orquestada muy de cerca por los Estados Unidos. La presencia del inglés ha crecido desmesuradamente por toda Europa. Su impulso activo a nivel mundial asume gran significación económica y política para el Reino Unido y los Estados Unidos. Los defensores del inglés a nivel mundial, incluyendo la actual tendencia en la lingüística aplicada a estudiar el inglés como una “lingua franca”, ven al inglés como una lingua nullius desligada de las fuerzas detrás de su expansión. La integración de la educación superior europea está siendo coaccionada hacia una idea general, la “internacionalización” que se equipara con “estudios por medio del inglés”. Sin embargo, algunos países europeos están desarrollando políticas comunicacionales para restringir el uso del inglés sólo en un plano secundario. La academia crítica en pos de la justicia social señala cómo la ocupación, mental y física, ha sido legitimada y cómo puede ser contrarrestada.
... Our research proves that using a foreign language as the medium of instruction at HE results in infusing a sense of inequality among the learners, which as a result affects students mentally and psychologically (Phillipson, 2003;Preece, 2009). The lack of competency in the English language as compare to their counterparts in classroom activities, especially if the superior ones belong to their opposite gender, economic class, etc., students suffer from inferiority complex and they consider themselves insignificant and go through mental agony (Aly, 2007). ...
... English divides the students into two groups, i.e., the proficient and the non-proficient, which draws a fine line between these groups and make to believe that the ones proficient in the English language are competent, superior, and successful, however, the ones who are inproficient in the English language are unskillful, incompetent and inferior. As studies have pinpointed that students who are unable to communicate in the English language commonly consider their counterparts as better, successful, and accept that they have no match with them (Phillipson, 1992(Phillipson, , 2003. ...
... However, teachers never pay attention to those students who are unable to express themselves in English, which clearly brings an atmosphere of inequality in the classroom. The mediocre students feel discouraged and disheartened because the standard of quality is associated with English language proficiency, not with the knowledge of the field (Mohanty, Mishra, Reddy, & Ramesh, 2009;Shin & Kubota 2008;Phillipson, 2003). Almost all of the students and the teachers, except for some, believe that the use of bilingualism (English and Urdu simultaneously) as the medium of instruction at higher Education is very helpful (Mansoor, 2019). ...
This study investigates the impact of English as the medium of instruction on students' learning at the tertiary level in the Baltistan region of Pakistan. Employing a mixed-methods approach with an explanatory sequential design, the research reveals that the use of English, often a second or third language for students, hinders their academic performance. The findings indicate that students with higher English proficiency outperform their peers, creating inequality in learning opportunities. This disparity is exacerbated by teachers' preferential attention to students with better language skills, leading to feelings of inferiority among others. The study highlights the significant challenges faced by students transitioning from an Urdu-medium educational background to English-medium instruction at the university level, suggesting the need for pedagogical reforms to mitigate the negative effects on students' learning experiences and outcomes. Additionally, the research underscores the broader implications of language barriers in educational systems where English is enforced as a mandatory medium, often at the expense of student engagement and knowledge retention, which ultimately affects their overall academic and psychological well-being.
... Our research proves that using a foreign language as the medium of instruction at HE results in infusing a sense of inequality among the learners, which as a result affects students mentally and psychologically (Phillipson, 2003;Preece, 2009). The lack of competency in the English language as compare to their counterparts in classroom activities, especially if the superior ones belong to their opposite gender, economic class, etc., students suffer from inferiority complex and they consider themselves insignificant and go through mental agony (Aly, 2007). ...
... English divides the students into two groups, i.e., the proficient and the non-proficient, which draws a fine line between these groups and make to believe that the ones proficient in the English language are competent, superior, and successful, however, the ones who are inproficient in the English language are unskillful, incompetent and inferior. As studies have pinpointed that students who are unable to communicate in the English language commonly consider their counterparts as better, successful, and accept that they have no match with them (Phillipson, 1992(Phillipson, , 2003. ...
... However, teachers never pay attention to those students who are unable to express themselves in English, which clearly brings an atmosphere of inequality in the classroom. The mediocre students feel discouraged and disheartened because the standard of quality is associated with English language proficiency, not with the knowledge of the field (Mohanty, Mishra, Reddy, & Ramesh, 2009;Shin & Kubota 2008;Phillipson, 2003). Almost all of the students and the teachers, except for some, believe that the use of bilingualism (English and Urdu simultaneously) as the medium of instruction at higher Education is very helpful (Mansoor, 2019). ...
... Introduction Phillipson (2003) identifies some of the aspects that underpin the spread of English globally taking advantage of other European languages, such as the historical spread of the English language by the British Empire as an indispensable strategy to sustain and consolidate industrial capitalism. This strategy is currently adopted by the United States as one of the pillars to maintain the current neoliberal economic order. ...
... At this point, Phillipson (2003) states that English language is essential for industrial capitalism of which the British Empire was the main agent until 1914. He argues that, in the same way, this language has been essential to promote the neoliberal global economic order that the United States has led since its emergence as the main economic, political and military power. ...
... The concept of linguistic imperialism refers to the idea that the development of English as an imperial language implies a process of accumulating linguistic capital similar to the processes of accumulating the economic, political and cultural capital that in colonial times made up the British Empire and in modern times make up the United States as a global hegemonic power. In relation to the concept of linguicism, it refers to a complex of beliefs, social institutions and cultural practices that serve to justify, generate and perpetuate an unfair distribution of power and resources (both material and immaterial) among social groups that are identified on the base of the language (Phillipson, 2003). In this way, linguicism comprises the constitution of a social imaginary in which the dominant language is thought to be the holder of characteristics that make it superior, generating the stigmatization of languages considered of inferior category. ...
The aim of this article is to demonstrate that the school classroom constitutes a contact zone that promotes transculturation processes that configure the imaginary of English as the global dominant language. The school classroom is understood as a physical space, in which neoliberal educational policies are materialized from bilingualism, so it operates as a contact zone from which, in the implementation of bilingual education in the English language, students interact with political and economic imaginaries which are subjected to criteria of consumption, social competence and individualism. The methodology adopted is critical discourse analysis which is underpinned by Foucauldian conceptual tools. These allow, on the one hand, to unveil the dominant rationality in the policies and texts oriented to bilingual education in English in the contact zone of the school classroom, and on the other hand, to uncover the discursive practices which promote students’ transculturation processes in favour of this rationality. Keywords: Contact zone, English language, neoliberal rationality, school classroom, transculturation
... The role and status English has gained in the fast globalizing world, especially in the field of higher education, is outstanding due to the increase in demand for English speaking graduates. Although there are opposing views about the status of English, arguing that there is a commercial rationale behind English-medium Erkan Arkın and Necdet Osam, Eastern Mediterranean University higher education, and cultural and political dimensions Phillipson 2003Phillipson , 2008, the global status of English is a motive for its adoption in education; at the same time this use of English in education is boosting its global spread . The situation regarding the English-medium higher education across Europe today is a result of the Bologna Process and the Erasmus programme, which have greatly contributed to Englishization of higher education in Europe (Coleman 2013) with varying levels of English-medium policies and programmes in different national and institutional contexts (Doiz, Lasagabaster, and Sierra 2013). ...
... Historical reasons combine with economic power to make this language prestigious and pervasive, to the point that it is often seen as the expression of a form of imperialism (e.g. Phillipson 1992Phillipson , 2003Skutnabb-Kangas 2001;Dalby 2003; in a discursive perspective, Pennycook 1994; from a Marxist point of view, Holborow 1999). The domain of science has been specially hit by the spread of English, above all in written communication. ...
... Historical reasons combine with economic power to make this language prestigious and pervasive, to the point that it is often seen as the expression of a form of imperialism (e.g. Phillipson 1992Phillipson , 2003Skutnabb-Kangas 2001;Dalby 2003; in a discursive perspective, Pennycook 1994; from a Marxist point of view, Holborow 1999). The domain of science has been specially hit by the spread of English, above all in written communication. ...
... The role and status English has gained in the fast globalizing world, especially in the field of higher education, is outstanding due to the increase in demand for English speaking graduates. Although there are opposing views about the status of English, arguing that there is a commercial rationale behind English-medium Erkan Arkın and Necdet Osam, Eastern Mediterranean University higher education, and cultural and political dimensions Phillipson 2003Phillipson , 2008, the global status of English is a motive for its adoption in education; at the same time this use of English in education is boosting its global spread . The situation regarding the English-medium higher education across Europe today is a result of the Bologna Process and the Erasmus programme, which have greatly contributed to Englishization of higher education in Europe (Coleman 2013) with varying levels of English-medium policies and programmes in different national and institutional contexts (Doiz, Lasagabaster, and Sierra 2013). ...
... Historical reasons combine with economic power to make this language prestigious and pervasive, to the point that it is often seen as the expression of a form of imperialism (e.g. Phillipson 1992Phillipson , 2003Skutnabb-Kangas 2001;Dalby 2003; in a discursive perspective, Pennycook 1994; from a Marxist point of view, Holborow 1999). The domain of science has been specially hit by the spread of English, above all in written communication. ...
... Historical reasons combine with economic power to make this language prestigious and pervasive, to the point that it is often seen as the expression of a form of imperialism (e.g. Phillipson 1992Phillipson , 2003Skutnabb-Kangas 2001;Dalby 2003; in a discursive perspective, Pennycook 1994; from a Marxist point of view, Holborow 1999). The domain of science has been specially hit by the spread of English, above all in written communication. ...
The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization , that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher education.
... this approach aligns with chuaychoowong's (2019) assertion of the practical value of linguistic landscape research for policymakers, as it provides a deeper understanding of how language policies manifest in public signage. similarly, Wiriyachitra (2002) and Phillipson (2004) illustrate the role of language in globalization and development, aspects that geosemiotics can illuminate by analyzing how the use of prestigious languages in signage reflects economic and cultural hierarchies. the internet's role in global communication and collaboration further emphasizes the relevance of geosemiotic analysis, as it helps explain how global and local influence language use in public spaces. ...
... through careful consideration of language, design, and placement, these signs serve as powerful tools for communication and community engagement, ultimately contributing to the creation of secure and inclusive environments. the next function is advertisement (Figure 7). the advertisement featuring gojek services aligns with Phillipson's argument regarding the role of language and culture in globalization (Phillipson, 2004). Phillipson contends that the utilization and presence of particular languages and cultural elements serve as indicators of globalization, fostering economic activities such as marketing, production, and consumption, which in turn enhance sales revenues and brand recognition. ...
This study investigates the linguistic landscape of Kotabaru Malang Train Station through qualitative analysis of 41 signs, employing photographic documentation to capture linguistic features and functions. It reveals a prevalence of bilingual signage (Indonesian-English), emphasizing inclusivity and global connectivity. Sign functions include direction, information, advertising, disease prevention, prohibition, and warning, enhancing operational efficiency and passenger safety. Local identity is showcased through signage promoting Malang’s cultural heritage, fostering community pride and visitor engagement. Beyond station management, implications for urban planning and language policy highlight strategies for cultural sustainability and inclusive communication in public spaces. Investigating urban cultural not only enriches the understanding of societal diversity, but also informs inclusive urban development practices and effective public communication strategies. Future research could investigate how changes in government language policies and the integration of digital technologies impact the linguistic landscape and effectiveness of signage at transportation hubs.
... The twentieth century witnessed the decline of British colonial supremacy. However, political, economic, military, and cultural influence continued to advance through deliberate and coordinated efforts aimed at the promotion of English, as outlined in Phillipson's (1992) theory of linguistic imperialism. In the 1930s, the British Council was established in order to "consider a scheme for furthering the teaching of English abroad and to promote thereby a wider knowledge and understanding of British culture generally" (Nicholson 1955, 10 The cultural politics of languages during the Cold War was also a Cold War politics (Kayman, 2004, 10). ...
... In the 1930s, the British Council was established in order to "consider a scheme for furthering the teaching of English abroad and to promote thereby a wider knowledge and understanding of British culture generally" (Nicholson 1955, 10 The cultural politics of languages during the Cold War was also a Cold War politics (Kayman, 2004, 10). Reports from that era, as highlighted by Phillipson (1992) and Pennycook (2017), clearly delineate the ideological and market-related aspirations underlying the efforts of the British Council to provide educational support aimed at maintaining Britain's economic and political sway in both Europe and its former colonies. The British were not alone in their endeavour. ...
The paper examines the extent to which it is possible to displace English as a functional communication tool from its culturally rich British contexts and associations. Starting from the analysis of the relationship between culture and language, the study discusses the ties between British culture and English in the context of its emergence as a global means of communication. In addition, the paper refers to developments in language pedagogy to outline the role of British culture in contemporary English learning. The conclusion is that reducing English to a mere culturally neutral container for information is not beneficial for educational outcomes, as outlined in the two principal reference documents for foreign language learning, the CEFR and ACTFL. A joint literacy in English and its culture will not foster undesirable individual acculturation but contribute to the development of intercultural competence among learners from diverse backgrounds who bring their own negotiations with British culture.
... However, Javanese, the local language, appears to have no place in Malang LL, and English, as an international language, is associated with lifestyle and modernity. Similarly, [20], who conducted LL research on Burger King's menu in the Depok area of Indonesia, explains that English is used because the menu is from America and is mixed with Indonesian slang to reach buyers, particularly the youngster community. ...
... In this situation, English is commonly used alongside Indonesian. Yet, it worries us how the usage of English might bring up questions of power and identity, which could affect how well the various languages coexist in contexts where there are multiple languages ( [19], [10], [20]). In Indonesia, according to [13], the usage of English among Indonesian millennials has increased owing to extensive exposure to English in secondary schools in urban areas. ...
... Accessing services in English-speaking countries is the most common context in which participants' disenfranchising experience occurred: in 40.91 % of the narratives, participants reported that not being perceived as members of the English-speaking community made it difficult for them to access certain services, mostly in restaurants, train/bus stations and shops. It is not uncommon to see examples of speakers of English as a foreign language struggling to access the services of the TL community because their competence is perceived as formally incorrect [57,58]. Then, 16.67 % of the experiences happened in interaction with lecturers in academic settings where English was used as a medium of instruction. ...
... ] with a grumpy face") that challenged her formal, emotional and racial expectations of the interaction, as she encountered an interlocutor that, in her own narrative, differed significantly from the (white middle-class cooperative) models she had been exposed to as a learner. In this regard, the literature has often drawn attention to the discrimination suffered by learners and speakers of English as a foreign language [57,58]. The examples presented above attest to this. ...
Working within the framework of critical language teacher education, this article concerns itself with the disenfranchising experiences of a group of trainee English language teachers as speakers of English in the world. It presents the results of a mixed-method narrative inquiry carried out with 198 trainee teachers studying undergraduate and postgraduate degrees in Teaching English as a Foreign Language in the South of Spain. Both a questionnaire and structured interviews were used to collect participants’ narratives of the disenfranchising experiences they have had as English speakers, their reflections on the factors that played a role in those experiences and their tools to manage them. The ATLAS.ti program was used to carry out the content analysis of the narratives, using both deductive and inductive categories. Results point to the need to address the interrelation of language, power and identity as part of teacher training programs and adopt a critical perspective in English language teacher education in order to equip future teachers to better understand communication and the factors that play a role in it, balance power inequalities in communicative interactions and deal with disenfranchising experiences as English speakers in the world.
... (see e.g., Lønsmann and Mortensen 2018;Phillipson 2003), but there is also a strong language ideological dynamic at play. In the introduction to this chapter, I presented Cavanaugh's definition of language ideologies as "the beliefs and attitudes that shape speakers' relationships to their own and others' languages, mediating between the social practice of language and the socioeconomic and political structures within which it occurs" (Cavanaugh 2020, 52). ...
... Other studies have found more positive attitudes toward English. In a qualitative interview study where 49 Danish participants shared their reflections on their answers to questions in a questionnaire (partly based on the MIN survey), Thøgersen (2010, 304) found that "very few" of his respondents "expressed any fear over English's 'linguistic imperialism' (Phillipson 1992(Phillipson , 2003." Instead, respondents tended to subscribe to a discourse that sees "English as a more or less culturally neutral lingua franca" (Thøgersen 2010, 304). ...
... English) than for a speaker of a 'dominated' one. The imbalance between the current globally dominant language, English, and other languages, which are dominated, is seen by many as a real problem of 'inequality of power' (Van Hoorde, 2014: 10-11; see also Phillipson, 2003). ...
... The Dutch on the whole have a relaxed attitude to the dominant use of English, and do not see it as threatening the position of Dutch. However, there is concern about the potential effect of 'English only' (Phillipson, 2003), and that a policy of multiple language use, plurilingualism, is preferred by the Nederlands Taalunie (Dutch Language Union) (Van Hoorde, 2014). The Nederlands Taalunie recommends a policy of language complementarity, Dutch and English, in higher education, where 'no language, not even English, is entitled to replace all other languages in all possible communicative situations' (Van Hoorde, 2015: 255). ...
Internationalization has been a central concept in university strategic policy for several decades. Internationalization is often a key factor in both university rankings and accreditation processes. Many universities have recruited extensively students and staff globally as well as offering an international dimension within programmes. The upshot is that many university campuses are both multilingual and multicultural. However, policies to promote internationalization may lead to a context where the instructional language is English only. It is instructive to investigate how key actors perceive internationalization and its effects. Do they think it promotes monolingualism or multilingualism? This paper reports on a study into the attitudes of key staff in two faculties at a Dutch university as well as members of the central administration towards internationalization and language use. The results show that while most see internationalization as an unavoidable necessity, they subtly distance themselves from institutional policy and practice, implying a discrepancy between private and public attitudes. The internationalization policy does not stimulate multilingualism, but strengthens monolingualism. The study concludes that the educational system is missing out on the rich heteroglossic and cultural context afforded by internationalization, and suggests that a looser language policy may yield more elaborated learning outcomes.
... n.). Phillipson (2003) már két évtizeddel ezelőtt arra hívta fel a figyelmet, hogy az angol nyelv nagymértékű terjedése komoly fenyegetést jelent a nemzeti nyelvek számára, és hogy az európai országok laissez faire nyelvpolitikája helyett az EU-nak és az egyes országoknak is aktív inkluzív nyelvpolitika kidolgozására és alkalmazására volna szükségük. Könyvében olyan többnyelvű országok nyelvpolitikai példáit is bemutatja, mint Kanada vagy Dél-Afrika. ...
A tanulmány célja annak a vizsgálata, hogy a nemzetköziesedés folyamatai milyen hatástgyakorolnak a magyar nyelv státusára és a magyar nyelvhasználatra a felsőoktatásban és atudományban. A vizsgálat módszere kvalitatív, tartalomelemzés: a releváns szakirodalom ésdokumentáció átvizsgálását tartalmazza. Megállapítható, hogy a tudományos publikációk és amagyarországi felsőoktatás nemzetköziesedése felgyorsult, és egyre több intézmény tér át azangol közvetítő nyelvű oktatásra és az angol nyelvű publikálásra. Az Akadémia nemzetstratégiaijelentőségű témának tartja a magyar nyelv és a magyar szaknyelv ügyét, de az angol nyelvűtudományosságot is, és a tudományos kétnyelvűség mellett foglal állást. A magyar tudományosnyelv támogatásának az alapja a diszciplináris terminológia kialakítása és elérhetőségének abiztosítása, de sem az Akadémiának, sem az egyetemeknek nincs explicit terminológiastratégiája,bár az Akadémia tervezi egy ilyen dokumentum létrehozását.
... Participants' positive attitudes towards English as the MOI for certain science subjects contrasted with their attitudes toward French as the MOI. This favorable stance reflects the status of English as a global language, potentially offering students enhanced access to opportunities in the global economy and higher education where English predominates (Pennycook, 1994;Phillipson, 1992Phillipson, , 2003. However, the increasing popularity of English represents an ideological challenge to French existence as a primary FL in Morocco in the long term; subsequently, it threatens the beneficiaries of French dominance in the country, particularly the francophone elite. ...
There has been a consensus in the literature that both overt and covert ideologies and power dynamics significantly influence and orient language policy and planning (LPP) activities (Tollefson, 1991, 2013; Hornberger & Johnson, 2007; Johnson, 2013; Shohamy, 2006; Wright, 2004), particularly in education. As in a number of contexts, the state plays a considerable role in language-in-education planning (LEP) in Morocco, serving as the primary educational language policymaker and planner, especially for public education. The failures and/or shortcomings of the state’s LEP activities have been criticized for not considering the micro-level attitudes, beliefs, opinions, and stances when making policies and implementing them, which could result in resistance to the macro-LEP. Within this scope, the present paper surveys both the attitudes of agents (teachers and inspectors) and recipients (students and parents) toward the LEP of foreign languages (FLs) in Morocco, focusing on French and English. The study revealed that while ideologies and power dynamics influence participants’ stances toward the state’s LEP for FLs, this could partially explain the shortcomings of consecutive educational reforms. However, the participants are pragmatic in their inclination toward French and English. While they wish to expand the teaching of English as a subject and medium of instruction (MOI), they recognize the ongoing significant role of French in determining their academic success and socioeconomic mobility.
... Ngakho-ke, imfundo eyalethwa ngabaseNtshonalanga yazama ukukhipha inyumbazane izilimi zabomdabu ukuze abadlule emfundweni yaseNtshonalanga bacabange ngendlela yaseNtshonalanga kuphela. Ezikoleni kwakuba icala elibomvu ukutholakala ukhuluma ulimi lwasekhaya -lo mkhuba usaqhubeka kwezinye izingxenye ezikholelwa ukuthi ukukhuluma ulimi lwesiNgisi yiyona ndlela kuphela ekhombisa ukuba yisifundiswa (Phillipson, 2003). Ngeshwa, lokhu kudale ukuthi abantu abaningi abamnyama bagcine sebethathwa njengabantu abangabambi ngokushesha ezikoleni uma kuqhathaniswa nondlebe zikhanya ilanga (Ntombela, 2020anoBrock-Utne, 2017. ...
This paper has adopted language ecology as a lens to view the affordances of linguistic plurality in the education of Africans. Following ethnographic thick description, it traces and narrates the utility of multiple languages in the context of higher education. It highlights the trappings of monolingual fallacy that are manifest in the resistance and demonization of African languages by those who subscribe to the colonial language(s) as the only means of handling academic content. The paper uses the experiences of a veteran academic in multiple educational contexts in order to underscore the urgency of identity brought by linguistic recognition.
... Languages can serve as a bridge to other individuals, other countries and can open the way to other cultures, promoting collaboration and mutual understanding. They are seen as "the instrument through which communication takes place in politics, commerce, academia, the media, the Internet and most aspects of human life", thus they certainly occupy "a central role for the increasingly internationalised world, for globalisation and for the galloping process of European unification" (Phillipson, 2003). ...
... According to one perspective, globalization is a process that spreads hegemonic regimes -like the United States, the United Kingdom, and Australiaalong with their intellectual, linguistic, military, and technological cultures, making the world increasingly uniform (Crystal 2000, Dalby 2002, Maffi 2001, Phillipson 2003. ...
Purpose: Redefining economies, cultures, language dynamics, and societies worldwide, globalization has become one of the hallmarks of the contemporary era. The impact of this phenomenon in language is examined in this article, with a particular emphasis on structural borrowings from English into Albanian. Theoretical Framework: Scientific criteria have been chosen to determine whether the linguistic data are internal constructions of the language or structural borrowings from English, and to examine the extent to which a global language like that has influenced the structure of 'small' languages like Albanian. Methodology: Thirty-three new constructions were chosen from Albanian textual media, which were then split into groups examined in detail according to their semantic and syntactic features. Findings: Fifty-five percent of native speakers accept semantic-syntactic borrowings from English, which exhibit synonymy and compete with existing normative constructions. Borrowings enhancing the semantics of Albanian are welcome, while those affecting syntactic structure and leading to ambiguity, meaninglessness, and ungrammaticality are not. Research Practical and Social Implication: The knowledge of how syntactic-semantic systems can be modified and impacted by interaction with other language systems is increased by this work. Simultaneously, it advances our understanding of the social dimensions of language use, including language planning and identity maintenance in the area of globalization. Originality/Value: The connections between ‘small’ languages like Albanian and world culture have not received adequate consideration. This study advances our understanding of how globalization impacts communication between speakers of diverse languages and cultural backgrounds by shedding light on the process of structural borrowings.
... Examples include Kirkpatrick (e.g. Kirkpatrick 2012), who discusses the monolingual English policy of ASEAN (the Association of Southeast Asian Nations), and Phillipson (2003), who questions the way in which the European Union appears to be prioritising English despite its policy of hywel coleman 209 giving equal status to the official languages recognised by its member states. Meanwhile, Matsinhe (2013Matsinhe ( , 2014 has examined a proposal by ACALAN (the African Academy of Languages, part of the African Union) that the four former colonial languages used in Africa -French, English, Portuguese and Spanish -should continue to play roles in the continent but that they should be complemented by African languages. ...
This article proposes a comprehensive framework for describing and analysing language policies in professional and occupational contexts. The discussion avoids Eurocentrism by examining language policies in Asia and Africa as well as Europe. It also avoids a bias towards the professions, by including language policies that impact on employees in mines and marketplaces. The framework that emerges draws on research in five contexts: a tin mine and a university in Indonesia; dentists' surgeries in the UK; markets in eight West African countries; and schools in Gabon. Making use of evidence from actual language policies in such a wide range of professions and occupations and in such diverse locations and cultures ensures that the framework is robust. This framework has three principal components: Context (location, scope, employment category, stakeholders); Design (policy status, objectives, assumptions); and Power (policy initiator, benefits for stakeholders with power, responsibilities for those without power). Application of this analytical framework demonstrates that language policies in all contexts and all locations must be equally sensitive to the needs of all stakeholders.
... English is the unquestioned lingua franca nowadays. In the past decade, besides Anglophone countries, most nations have significantly invested in increasing their English capabilities (Phillipson, 2003;Piller & Cho, 2013;Takahashi, 2013). Moreover, for China and the whole world, intercultural communication is closely related to English (Piller, 2017). ...
The COVID-19 pandemic has generated a series of language-related challenges confronting linguistically diverse populations worldwide. Given that China has emerged as an ideal destination for international students and workers seeking upward mobility, it is essential to investigate how foreigners working in China get access to public health information. Adopting the concept of multilingual crisis communication, this study examines the multilingual communication experiences of a cohort of foreign workers working for one of the biggest nightclubs in the Southwestern region of China. Data were collected based on the semi-structured interview with five foreign dancers and their high-stake holders, including a Chinese boss and a Chinese dance director. It was found that foreign migrant dancers were confronted with various language barriers in understanding Putonghua and English-mediated communication resources. The finding also indicated that their access to public health information was facilitated by their use of translation applications, with the support of their Chinese friends and foreign colleagues whose multilingual repertoires constituted an essential medium for effective communication. This paper closes by providing practical suggestions, like offering other smaller languages and official language training services for foreign migrants of diverse linguistic backgrounds, mainly from peripheral countries.
... Notes 1 This article is a considerably expanded version of an article published previously in Catalan by Pau Bori (2023). 2 Space does not allow a thorough discussion of this key aspect of the neoliberalisation of HE. Still, it is worth mentioning that this Englishization of HE (Phillipson, 2003) inevitably brings with it some degree of domain loss for local languages, no longer useful for now-globalized academic communication. It also has deleterious effects on the day-to-day functioning of classroom interaction in those cases in which English-medium instruction (EMI) has gained a prominent position (Block & Khan, 2021). ...
Academic capitalism is about how progressively more academic activity is valued according to its capacity to accumulate human, financial and corporate capital. It is on the increase in Higher Education (HE) worldwide and in this article we examine its implantation in Catalan universities. We begin with an exploration of the bigger picture, focussing on the impacts of neoliberalism on HE worldwide, leading to the arrival of the ‘toxic university,’ as part of the rise of academic capitalism. We then provide a critical account of these transformations in European universities. Against this backdrop, we examine the webpages of state-run universities in Catalonia, highlighting their relationships with the business sector. Our key finding is that academic capitalism is alive and well in the construction of a certain worldview within these universities, according to which knowledge is only valid if it is marketable, researchers are entrepreneurs and HE and research are at the service of global capitalism and neoliberal rationalities. We conclude with comments on posible remedies in the current situation, arguing that any measures taken on a local level are not likely to be transformative if nothing is done to change how the global economy functions.
... In the twentieth century, socio-economic trends of globalisation boosted worldwide use and learning of the English language with the need for improved international communication (Duff, 2014;Richards, 2006). The histories of colonialism also became the bases of nationwide education of powered languages, including English (Phillipson, 2003;Spolsky, 2017). In addition, sociocultural or religious values embedded in particular languages often activated learning of those languages (Fishman, 2006;Spolsky, 2017). ...
This study investigates the national English curriculum, social and academic culture, roles and positions of (English) teachers and students, and their changes in Korean history. Based on this exploration, the author discusses considerations to advance the current Korean English curriculum and where the next curriculum is to be headed in the era of the fourth industrial revolution (4IR). Given that the 4IR welcomes people who have high qualities in complex problem-solving, critical thinking, creativity, management, collaboration, decision-making and negotiation, significant changes in teacher and student roles and teaching practice are needed. The Korean pedagogical background of teacher-led practice, text-or grammar-based learning, test-preparation lessons and pursuit of competition in English education should not be obstructions for these changes. Thus, the author suggests the application of AI programmes and problem-based learning for the realisation of more learner-centred, democratic, and constructive learning. This study will provide educators in East Asian countries as well as in Korea with several rationales to deliberate for their next curriculum design.
... Namun demikian, penggunaan bahasa Inggris juga dapat menimbulkan masalah identitas dan politis yang dapat menimbukan gesekan antar-bahasa seperti dalam masyarakat pengguna dwibahasa (bilingual) dan multibahasa (multilingual) (Pennycook, 1994;Ammon dkk., 1994;Fishman dkk., 1996;Phillipson, 2003). Proses globalisasi terlihat melalui kehadiran bahasa Inggris dalam lanskap linguistik dalam semua studi yang disebutkan di atas. ...
ABSTRAK Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan pengetahuan guru tentang konsep Linguistic Landscape (LL) dan menyusun langkah-langkah kegiatan belajar berbasis LL. Salah satu contoh materi LL yang dapat digunakan sebagai tema dalam aktivitas writing dan speaking di kelas EFL adalah foto-foto papan peringatan bertema “Bahaya Narkoba”, “Larangan Membuang Sampah”, “Larangan Merokok”, dan lain sebagainya. Tema-tema papan peringatan tersebut dapat disusun menjadi materi ajar yang tidak hanya menarik tetapi juga relevan dan kontekstual dengan kondisi lingkungan peserta didik. Materi ajar berbasis LL yang baik merangsang kemampuan berpikir kritis, kreatif, kolaboratif, dan komunikatif yang sangat dibutuhkan siswa dalam pembelajaran abad 21 ini. Sebanyak 25 orang guru mata pelajaran di Pondok Pesantren Raudlatusshibyan NW Belencong Gunungsari dan 4 orang mahasiswa terlibat dalam kegiatan ini. Metode kegiatan ini menggunakan sosialisasi dan diskusi kelompok dengan pendekatan ‘get-in and take-out’ melalui 3 tahap kegiatan: Tahap pertama, sosialisasi tentang konsep, signifikansi, hasil penelitian, dan contoh-contoh kegiatan yang mengintegrasikan LL dalam pembelajaran EFL. Tahap kedua, melaksanakan diskusi kelompok untuk menentukan langkah-langkah kegiatan belajar berbasis LL. Tahap terakhir, melaksanakan evaluasi kegiatan baik pra-kegiatan, selama kegiatan, dan pasca-kegiatan dengan mengambil data hasil pengisian kuesioner yang telah diisi peserta. Hasil evaluasi menunjukkan bahwa pengetahuan guru tentang konsep LL dan cara menyusun langkah-langkah kegiatan belajar berbasis LL meningkat. Para peserta sangat mengapresiasi kegiatan ini dan berharap kegiatan pengembangan profesional semacam ini lebih sering diadakan di madrasah-madrasah. Adapun saran dari para peserta untuk ke depannya adalah perlunya ada tindaklanjut dari kegitana ini, perlunya menambahkan game atau permainan di sela-sela kegiatan agar semakin menyenangkan, perlunya tema lain yang lebih beragam seperti penerapan LL dalam literasi digital yang lebih kompleks. ABSTRACT This Community Service program aims to increase teachers’ knowledge about the concept of Linguistic Landscape (LL) as well as develop competency in designing a scenario for LL-based learning activities. One example of LL material that can be used as a theme in writing and speaking activities in the EFL class is pictures of warning boards themed “the Danger of Drugs”, “Prohibition of Littering”, “the Danger of Smoking Cigarettes”, and so on. The warning board themes can be arranged into teaching materials that are not only interesting but also relevant and contextual to the students’ environmental conditions. Fine LL-based teaching materials stimulate students’ critical thinking, creative thinking, collaborative, and communicative skills that the students need to master in the 21st century learning. As many as 25 subject teachers at Raudlatusshibyan NW Islamic Junior High School in Belencong Gunungsari and 4 students of the English Education Program were involved in this program. A 3-phase method of socialization and group discussions with a 'get-in and take-out' approach was used. The first phase was presenting concepts, significance, results of study, and examples of activities that integrate LL in EFL learning situation. The second stage was group discussion to determine the draft scenario for LL-based learning activities. The last stage was evaluation of the pre-activities, while-activities, and post-activities based on the data obtained from in-process evaluation and the questionnaire. The results of the evaluation shows that the participants’ knowledge about the concept of Linguistic Landscape and how to design a draft scenario for LL-based learning activities increases. The participants gave much appreciation to the team for organizing this program and hoped that such professional developments would be held more often in the madrasah. Some suggestions from participants to the team for future programs are: must plan for a follow-up program in relation to today’s topic, needs to add games between session break to make it more fun, should plan to set other professinal development themes such as the application of LL in more complex digital literacy.
... Nevertheless, the increasing presence of English in all education systems as well as its constant rise as the world's lingua franca may be related to students' lack of motivation to approach other languages (Henry 2011). Such a situation might present a challenge to the boosting of multilingualism, since learning languages other than Englishlocal minority languages includedmight be perceived as a futile task (Phillipson 2003). The FVG situation seems to be a case in point, especially with regards to Friulian. ...
Since educators play a decisive role in the formation of language attitudes, this study analyses perceived competence, habits of language use and attitudes towards three languages in contact harboured by prospective teachers. Our research replicates a 20-year-old study and is comparative, as it parallels two European regions: the Basque Autonomous Community in Spain, and Friuli Venezia Giulia in Italy. The sample was made up of 553 participants. Quantitative data were collected by means of the original questionnaire. Significant results were obtained, with strong effect sizes. As for the minority language, our results show that while Basque is mainly linked with the educational domain and tends to be used more often with younger people, the situation is different for Friulian, which is virtually absent from the educational domain and tends to be used in exchanges with older people. The status of majority language is especially true for Italian in FVG, which, in addition to being the main language in education, is predominantly used by future teachers in all domains of their daily life. As for English, our findings seem to indicate that its general position is becoming stronger, and this trend may be maintained in both contexts in the future.
... Languages can serve as a bridge to other individuals, other countries and can open the way to other cultures, promoting collaboration and mutual understanding. They are seen as "the instrument through which communication takes place in politics, commerce, academia, the media, the Internet and most aspects of human life", thus they certainly occupy "a central role for the increasingly internationalised world, for globalisation and for the galloping process of European unification" (Phillipson, 2003). ...
The round table is organized to the 70th anniversary of the Department of Foreign Languages Teaching at the Tsenov Academy of Economics in Svishtov, Bulgaria. At the same time, it is the time to look back at the achievements of recent years, but also at the current problems of university education.
A brief look at foreign language teaching practice in the past and present shows significant changes – widespread use of information technologies, interactive teaching methods, opening of new communication channels, changes in teaching and assessment methods.
The participants of the round table are united by the idea that the methodical exchange of personal experiences and observations of foreign language teachers in higher education contributes to the development of their professional skills and contributes to the successful development of foreign language competence of students. The reports presented show various aspects of modern methodological approaches and teaching practice and thus represent a valuable contribution to the presentation of current issues in foreign language learning
... It is especially telling when viewed against the continued, steadier, and sharper rise of discourse relating to 'English in higher education' during the period 2008-2020. For some this is indicative of an English-speaking monster that favours only an English-speaking elite that stifles and precludes the development of an increasingly multilingual higher education sector (e.g., Phillipson, 2003Phillipson, , 2008Phillipson, , 2010Bunce, Phillipson, Rapatahana & Tupas, 2016). ...
This thesis engages ethnographically with actors whose practices constitute contemporary Swedish universities and who pose and respond to everyday questions of ethics and multilingualism. In contradistinction to the discursively monolingual horizon of contemporary academia, the thesis thinks questions of language differently, contributing to the growing body of knowledge on socially and linguistically diverse practice in internationalising university life. By analysing the discursive practices of university students, administrators, teachers, and researchers, it aims to illuminate potential new ways of engaging, learning, and knowing that might be more justifiably described as ethical and multilingual. With participants who fulfil the key missions of an academic institution in the faculties of the natural sciences, social sciences, and humanities, the thesis provides a full and nuanced sense of university life in Sweden, relevant to those working in, or in relation to higher education institutions across the globe. The thesis is based on three studies which all focus on participant representations and interactions to reveal the different ways in which the dominant discourse relating to language, multilingualism, and ‘internationalisation’ is being reproduced, responded to, and transcended. Study I engages with research and teaching staff to explore the extent to which their practices and representations relate to the ideologically double monolingual language policy, debate, and scholarship in Sweden. Revealed through various language ideological processes, participant representations were found to reproduce a dual monoglossic logic and linguistic order, favouring a Swedish and English linguistic repertoire to the extent that other multilingual research and social practices were rendered invisible and problematic. Studies II and III move beyond study I’s foregrounding of participants’ representations to instead focus on participants’ engagement in everyday ‘ethical events’, a notion inspired by the work of philosopher Emmanuel Levinas. They are here defined as interactions involving that which is not known, normative, or ordinarily visible, but for which all involved are called upon to take responsibility. Such events allow for the analysis of interactions in which interlocutors voice and respond to social, linguistic, and epistemic difference. Study II uses a Derridean notion of hospitality to illuminate ethical events in which administrators’ responses to multilingual interlocutors point towards the challenges and potential for ethical becoming and improved sociality in an internationalising university. Study III engages with international students compelled to perform in order to question and sometimes transcend the norms seen and felt to govern classroom engagement, learning, and knowing. The thesis summary locates the studies within the changing political discourse of higher education in Sweden and beyond. It also provides a framework for the three studies that works to show that questions of ethics and multilingualism are particularly pertinent for critical engagement with contemporary university life. Overall, the questions posed in this thesis highlight the multilingualism yet to be convincingly responded to in the sectoral, national, and institutional policy, planning, and debate on internationalisation and language in higher education. The thesis’ focus on ethical events emphasises both the exhaustion and the potentiality of spaces in which actors struggle to foster improved sociality, mutual responsibility, and more truly international academic practice.
Keywords: Ethics, multilingualism, ethical event, responsibility, hospitality, Levinas, higher education, internationalisation, linguistic anthropology, linguistic ethnography, language policy and planning, language ideology.
... This state of affairs may pose a challenge to the promotion of multilingualism, as learning languages other than English -local languages included (e.g. Basque) -might be perceived as a pointless endeavour (Phillipson 2003). ...
Attitudes are learned and one’s personal experience and social environment play a role in shaping them. Teachers in particular exert a significant impact on the formation of students’ language attitudes. This study targets prospective teachers. It is a replication of a survey whose data collection took place 18 years ago in the Basque Autonomous Community. It explores future teachers’ perceived competence, habits of language use and attitudes towards Basque, Spanish and English. The sample consisted of 576 participants. Data collection was carried out by means of the same questionnaire and following the same procedure employed in the original study. Data were analysed using inferential statistics; significant results, with medium and large effect sizes were obtained. Results indicate that Basque is mainly linked with the education domain, whereas Spanish is dominant in leisure time. Attitudes are highly positive for all three languages, as considered from both a monolingual and a multilingual perspective. While participants expressed the most favourable attitudes towards Basque, the most noticeable improvements were detected for English. With this study, we wish to contribute to the discussion about multilingualism within a multilingual education system, where a minority language co-exists with a national majority language and a global lingua franca.
... It is in this respect, with English defined as a mainland European enterprise, that we can begin to see English, not as a language which threatens the vitality of our indigenous languages, but more as a medium which facilitates participation in both European unification and globalization. This is of course highly challenging, and we must not forget the warnings which have been issued at regular intervals by language scholars such as Robert Phillipson (1992Phillipson ( , 2003Phillipson ( , 2012 and Tove Skutnabb-Kangas (2002). But because the historical weight behind English is now overwhelming, we have no other course of action than to engage this beast in the attempt to tame it, and mold it into a form which best suits our purposes. ...
In the three years and seven months between the referendum on 23 June 2016 and 31 January 2020, when the UK officially left the European Union, there was much speculation over what status English would have in the EU after the withdrawal of the UK. It is now apparent that English has continued to flourish. This is supported by statistics for Member States which chart the extent to which English is a school subject. Well over 95% of the children in the EU are taught English as a mandatory subject. Official EU figures also show that 38% of the population is proficient in English as a second language, three times more than both French and German ( Special Eurobarometer 386: Europeans and their Languages , 2012). Moreover, although some, such as Danuta Hübner, EMP, wanted to question whether or not English could maintain its status as an official language in the EU, it is now apparent that it will not be possible to remove English in this respect (with changes requiring a unanimous vote in the Council, which Ireland has said it will not support [European Commission, 2016]), ( The Guardian 27 December 2019). English has also retained its position as one of the three ‘procedural’ or ‘working languages’ alongside French and German. This has taken place despite the fact that without the UK, no Member State has English as its official EU language, and only approximately one percent of EU citizens have English as a mother tongue.
Este livro examina a ligação essencial entre a aprendizagem de línguas e a competência intercultural. O livro explora estratégias de ensino, quadros pedagógicos e aplicações no mundo real para realçar a importância da diversidade linguística e do diálogo intercultural. O primeiro capítulo apresenta um estudo sobre o reforço da competência intercultural em Inglês para Fins Específicos (ESP), destacando o papel das atividades reflexivas e práticas. Os capítulos seguintes debruçam-se sobre a colaboração universidade-indústria, a aprendizagem interdisciplinar no ensino superior, os programas de formação de professores e a promoção da competência plurilingue através do ensino do inglês. Para além disso, o livro analisa o conteúdo intercultural em manuais de Português Língua Estrangeira e em materiais de chinês para negócios, salientando a importância de uma representação cultural equilibrada. O último capítulo analisa as estratégias de aprendizagem de gramática entre falantes de croata que aprendem várias línguas. De um modo geral, o livro sublinha a importância da integração da competência intercultural no ensino e aprendizagem de língua estrangeira para promover a consciência global, o pensamento crítico e a comunicação eficaz, defendendo abordagens educativas inclusivas que preparem os estudantes para ambientes diversos e multiculturais.
This book chapter discusses Maori thinking and concepts such as Ubuntu, Vasudhaiva Kutumbakam, and Chikyu Minzokushugi. The book chapter examines the Ubuntu paradigm in Education. What was education like before colonialism? I shall go on to discuss the language situation both in Africa and in India. How have the European missionaries influenced the writing of African languages? It examines a recent Norwegian discussion on the role of universities. It deals with the question, who should decide on what to study and what to do research on? The universities should fight against the alienated scientists, the scientists who do not evaluate technology in terms of its effects on humans and the environment. The chapter is built on an invited talk given by Prof. Brock-Utne as an expert speaker at the conference of University Leaders of G20 countries at the Symbiosis International University Campus, Lavale, Pune, India on 19th–21st of June 2023.
This thesis is a compilation of eight published works on English-medium instruction (EMI) at the tertiary level, accompanied by a commentary that synthesises the findings and discussions from these works. Over the past three decades, research on EMI at the tertiary level has advanced significantly. However, much of the focus remains on problem identification, particularly in three areas: English language issues, pedagogical and professional learning challenges, and stakeholder perceptions of EMI. The increasing volume of such research suggests the field has reached a saturation point, indicating a need for a new approach focused on problem-solving (Han, 2023; Macaro & Akıncıoğlu, 2018). Notably, the existing literature lacks research and discussion on solution models that address ongoing challenges, particularly in relation to the professionalisation of EMI and improving students' learning outcomes.
To address this gap, this thesis draws on Critical EMI, grounded in critical social theory (CST) and socio-cultural theory (SCT), to present and analyse eight of my published works in response to the central research question: What does research on multidisciplinary teacher collaboration and student perception suggest for the professionalisation of EMI at the tertiary level? These works share a coherent theme related to the professionalisation of EMI, with particular emphasis on students' academic outcomes, motivation, interdisciplinary teacher collaboration, and the professional development of EMI content-teachers. The works include one report (Dearden et al., 2015), four research articles (Dearden et al., 2016; Macaro & Akıncıoğlu, 2018; Macaro et al., 2020; Akıncıoğlu, 2024), two book chapters (Akıncıoğlu & Lin, 2021; Akıncıoğlu, 2022), and one conceptual article (Akıncıoğlu, 2023), all published by internationally recognised, peer-reviewed outlets.
Five of these published works (one report and four research papers) utilise data collected from the EMI Oxford Project, a mixed-methods research initiative conducted at Oxford University between 2014 and 2017. The first sub-project was a qualitative inquiry into interdisciplinary teacher collaboration in Turkish EMI universities, using data from pre- and post-intervention semi-structured interviews (Dearden et al., 2015; Macaro et al., 2016) and audio recordings of collaborative lesson planning (Akıncıoğlu, 2024). The second sub-project employed a quantitative approach, investigating the impact of variables such as year group, gender, and university type on Turkish students’ perceptions of EMI. The third sub-project focused on EMI teacher perspectives on professional development and certification through online surveys (Dearden et al., 2015; Macaro & Akıncıoğlu, 2018; Macaro et al., 2020).
The commentary synthesises qualitative and quantitative findings from these eight published works interpretively (Noblit & Hare, 1988), applying perspectives from Critical EMI, CST, and SCT to categorise major insights and introduce a solution-oriented guiding model for addressing EMI professionalisation challenges—the EMI Professionalisation Framework (EMI ProF). To achieve this, Miles and Huberman’s (1994) coding procedures (data reduction, data display, and conclusion drawing/verification) were employed to extract themes from the qualitative and quantitative data of one report and four research articles. Additionally, narrative literature review techniques (Grant & Booth, 2009) were utilised to summarise and critically interpret the findings of one conceptual article and two chapters, facilitating thematic analysis and the discussion of emerging trends.
Reflecting on these findings, this thesis advocates for the professionalisation of EMI at the tertiary level to strengthen interdisciplinary teacher collaboration, improve students' academic content learning and motivation, and certify and recognise the competencies of EMI content-teachers. As a result, two frameworks are proposed: (1) a theoretical framework for EMI professionalisation, grounded in Freidson’s (2001) definition of professionalism, Evetts’ (2009) sources of professionalism, and Solbrekke and Englund’s (2011) concepts of professional responsibility and accountability; and (2) the EMI Professionalisation Framework (EMI ProF), a quality management programme for universities, designed to be implemented through institutional innovation projects. By prioritising strategic decision-making, quality assurance, sustainability, and improved learning outcomes in EMI programmes, this thesis makes an original contribution to the field through the EMI ProF. However, it is important to note that the EMI ProF should be viewed as a guiding model to stimulate further research and inquiry into professionalisation, rather than as a complete framework offering a definitive solution.
Lastly, the thesis calls for future research to focus on the implementation and refinement of models like the EMI ProF, given the global expansion of EMI and the pressing need for standardisation and quality management to ensure its effectiveness and sustainability.
Why do some countries have one official language while others have two or more? Why do Indigenous languages have official status in some countries but not others? How do we theorize about continuity and change when we explain state language policy choices? Combining both the theory and practice of language regimes, this book explains how the relationship between language, politics, and policy can be studied. It brings together a globally representative team of scholars to look at the patterns of continuity and change, the concept of state traditions, and notions of historical legacies, critical juncture, path dependency, layering, conversion, and drift. It contains in-depth case studies from a multitude of countries including Algeria, Burkina Faso, Canada, Hong Kong, India, Norway, Peru, Ukraine, and Wales, and across both colonial and postcolonial contexts. Wide-ranging yet accessible, it is essential reading for practitioners and scholars engaged in the theory and practice of language policies.
Развитие языковой среды не происходит спонтанно. Оно обусловлено целым рядом факторов, к которым относится и политика государства, реализуемая во всех сферах общественной жизни. В каждой стране, в которой наблюдается этническое и языковое многообразие, политика государства является инструментом консолидации общества, с одной стороны, и лоббированием интересов, связанных с вопросами национальной, этнической безопасности, с другой. Влияние политических факторов на языковую ситуацию не остается неизменным, оно зависит от целей, стоящих перед обществом на конкретном этапе, и отражает направления его исторического развития. В связи с той непростой ситуацией, в которой сейчас оказался русский язык, важно принять все меры к сохранению русской языковой среды как базовой ценности общества. Этой задаче в большей степени отвечает система образования, являющаяся инструментом трансляции культурно-исторического опыта русского народа. Привлечение иностранных студентов к системе российского образования крайне актуально в сложившейся ситуации и возможно лишь путем интеграции иностранного контингента в русскоязычной образовательной среде.
The development of a language environment does not occur spontaneously. It is influenced by a number of factors, including the state's policies implemented in all spheres of public life. In every country with ethnic and linguistic diversity, the state's policy serves as a tool for societal consolidation on one hand, and lobbying for interests related to national and ethnic security on the other hand. The influence of political factors on the language situation is not constant; it depends on the goals set by society at a specific stage and reflects the directions of its historical development. Given the challenging situation currently faced by the Russian language, it is important to take all measures to preserve the Russian language environment as a fundamental societal value. The education system, as an instrument for transmitting the cultural-historical experience of the Russian people, plays a significant role in addressing this task. The involvement of foreign students in the Russian education system is highly relevant in the current situation and can only be achieved through the integration of foreign students into the Russian-speaking educational environment.
This research paper explores the public opinion of Bosnia and Herzegovina adopting the European Union (EU) Language Policy, the country’s relations, and how the policy would impact the future of the country and its relations with the EU. The EU Language Policy encourages multilingualism and promotes the learning of two additional languages, in addition to the official language of the country. Adoption and adequate implementation of this policy are important for both aspiring members and EU member states, as it aims at advancing the functionality and competitiveness of the EU. The paper examines relevant aspects of the EU’s history, the importance of the policy, and how adopting it would impact the education system in B&H if economic and social growth could be expected. The research part of the paper was conducted via a self-responded survey gauging the public opinions on certain aspects relevant to the topic. Overall, the research finds that adapting the EU Language Policy is a significant step towards integration of B&H into the EU; and that adapting it would be logistically challenging but a welcome and necessary step for immeasurable benefits that come with becoming a member state of the EU. The opinions of the participants were mostly unanimous regarding positive attitudes towards learning languages, retaining culture, positive long-term effects on the country, and dissatisfaction with B&H’s behavior in relation to their relationship with the EU.
The use of a foreign language, especially English, as the language of instruction in primary and secondary schools, has become a social marker of difference. But it is not only the use of a foreign language that can serve as a social marker. In Asia and Africa, the regional languages carry more prestige than the smaller community languages. Sometimes they are also used as languages of instruction. Children who are not fluent in these languages are doubly handicapped. The social markers of difference includes the constitution of differences as a starting point for the understanding of social inequalities. Through examples from so-called “Anglophone” countries in Africa, from Norway, from India, Bangladesh and Sri Lanka, the author shows how the use of English as the language of instruction has become a social marker. The article is made livelier through the author’s reference to her own experiences in Tanzania, where she has worked for several years. She also uses her own recent research to show that when a regional language is used as a language of instruction in settings where the local community speaks a local language, fluency in the regional language also functions as a marker of social difference. The author shows how western theories of multilingualism bar understanding of the multilingual habitus such as the one in African everyday life.
This study investigates factors and strategies to improve oral fluency, proficiency, and competency in English among senior secondary school students. Objectives include examining the influence of a speaker's first language and cultural factors on second language (L2) learning. Utilizing a mixed-methods approach, 25 out of 97 senior secondary schools in the southern province were chosen, involving 9,870.25 students and 59.5 teachers. The research assessed oral fluency enhancement using questionnaires and interviews, focusing on word pronunciation and public speaking exercises. Results showed over 80% of students had pronunciation issues and used frequent calques. Students in district headquarters performed better than those in remote areas. Common problems included poor sentence construction, spelling, pronunciation, and subject-verb agreement. Traditional teaching methods like grammar-translation and rote learning were prevalent but less effective. These teacher-centered approaches relied heavily on textbooks and did not promote student engagement or language acquisition. The study concludes that a shift towards student-centered teaching, involving classroom participation, interaction, group work, and public speaking, is necessary for effective English language learning.
The European Union, with slightly >1% of the population having English as a mother tongue, is experiencing a surge in the importance of English as an additional language among its citizenries. This has economic, pedagogical, political as well as sociocultural implications. In this special issue on Europe, with reporting on the current state of the English language in Austria, Belgium, France, Germany, Italy, Malta, the Netherlands, Poland, Spain, and Sweden, as well as Switzerland, which is not an EU member, there is deliberation on differing national approaches to the dissemination of English. The issue also includes a discussion of Europe with reference to applied linguistics and European identity. What is commonly shared among all the nations of Europe, and reported on in these articles, is that the acquisition and use of English across numerous domains continues to expand throughout the whole of the European Union.
The aims of the article are to analyse the legal status of English after Brexit and present possible scenarios for this language in the post-Brexit Union. Firstly, the article highlights the status of languages in the EU and depicts three major categories of languages in the EU: Treaty languages, official and working languages. Secondly, the article analyses two possible scenarios for retaining the official and working status of English through notifications by Ireland and Malta. Thirdly, the paper focuses on the third scenario of introducing English as a single EU official language. Finally, the article outlines the status quo of English in the EU after UK’s withdrawal from the EU. It concludes that English is likely to remain the official and working language of the EU as a result of proper notification made by either Ireland or Malta.
In the era of globalization, applied linguistic scholars have reconceptualized English as a pluricentric language, and a de-territorialized and de-nativized lingua franca. In the specific context of English Language Teaching (ELT), the status of English as a language of global reach and particularly its unprecedented advance in key societal domains of the non-native English-speaking countries of the Western world has brought to question the prevailing English-as-a-foreign language (EFL) pedagogical models. This book is the result of a doctoral research that investigated the views and attitudes towards English, English as a lingua franca (ELF) and English language teaching of a population of undergraduate students at an Italian University. The research developed out of an interest in the Italian students' perceptions of what English is and does and their own perceived needs as learners and future users of English in a societal context that puts increased emphasis on English language communication skills, and where the status of English appears to be undergoing a shift from that of a foreign language towards that of a seemingly culturally neutral transactional currency for lingua franca communication.
This paper explores the ascent of English as a global lingua franca within the context of linguistic hegemony, following Phillipson’s 1992 framework. It scrutinizes English’s role in the rapidly globalizing world, emphasizing its dominance across economic, governance, and scientific sectors and its impact on non-native English-speaking countries. Utilizing a sociolinguistic approach, combined with historical and interdisciplinary analysis, the study evaluates the influence of English hegemony in cultural, educational, and technological domains, with a focus on post-colonial and expanding circle nations. Additionally, the paper provides critical insights for developing language policies in these areas, considering the intricate role of English in the global linguistic landscape. It concludes by considering the prospects of English language hegemony.
This chapter studies the ways in which Sweden addresses the language rights of the Swedish-speaking majority vis-à-vis linguistic minorities. First, a language test is not required for immigration purposes in Sweden. Swedish policy in this area seems to be based on the idea that the immigrant is the one responsible for learning Swedish, while the authorities are mainly responsible for providing language classes. Second, the right of access to the courts and government services for all linguistic minorities in Sweden is protected by law (i.e., interpreters are hired and compensated by the government). Third, the Education Act (2010) protects the right of all minority children to receive language acquisition support in both Swedish and Swedish Sign Language, official minority languages, or immigrant languages in Swedish preschools. The Education Act also aims to protect the language rights of minority children in compulsory education and high school. Thus, children who are deaf or hard of hearing have the right to attend special schools for the deaf, which are responsible for developing students’ bilingualism in Swedish and Swedish Sign Language; or they can choose to go to a mainstream school in their municipality of residence, where teachers are required to adapt instruction to the unique needs of children who use sign language. Students who speak a language other than Swedish at home have the right to receive mother tongue instruction in compulsory and upper secondary education, if there are at least five students who wish to receive it and if a suitable teacher can be found. Students who belong to an officially recognized linguistic minority group (Sámi, Finnish, Meänkieli, Romani Chib, and Yiddish) also have the right to receive mother tongue instruction in compulsory and upper secondary education, but this right is constraint by the School Ordinance (2011), which severely limits the amount of time that can be dedicated to mother tongue instruction in the schools. In higher education, the main teaching languages are Swedish and English, and immigrant languages remain on the periphery, while the official minority languages are absent.
La evaluación del mérito académico con base en índices internacionales y revistas de alto impacto ha traído entre sus consecuencias que se priorice la publicación en inglés y que los temas de investigación deban adaptarse a los imperativos del mercado anglosajón. Este trabajo aborda los discursos legitimadores del inglés como principal lengua de comunicación académica —aquellos que lo relacionan con progreso científico, sofisticación tecnológica, éxito académico y superioridad profesional— y revisa las posturas que autores de lengua inglesa y no inglesa han asumido frente a esta situación, con especial atención al diálogo entre Horacio Capel, Francisco Tapiador y Antonio Gavinha. Se analizan los criterios de evaluación del Sistema Nacional de Investigadores de México y la situación que atraviesan las revistas de habla no inglesa en el Journal Citation Reports (JCR), de Clarivate Analytics, y el SCImago Journal Rank (SJR), de Scopus. Finalmente, se anticipan posibles consecuencias que la veneración acrítica del inglés podría traer en un futuro cercano.
The need to apply foreign languages is constantly growing. Knowledge of a foreign language becomes a vital necessity not only in professional activities, the educational process, on the labor market, but also in everyday life, because language has always been and remains an integral component of universal human culture. At the same time, the language education policy of the European Union countries, despite the significant relevance of this issue, still remains researched insufficiently, in particular, the results of researchers in this area have not been generalized to obtain a systemic picture of the problem, as well as the implementation of European experience in the field of Ukrainian society. The purpose of research is to review the peculiarities and practical measures implemented by the countries of the European Union to improve the level of language competence of their citizens. The article examines the features of the language education policy of the European Union, represented by educational programs and practical measures to increase the level of language competence of its citizens. A number of state measures aimed at overcoming language barriers between the European Union and Ukraine have been proposed. The study of the problem was carried out using a toolkit of methods of analysis, synthesis and generalization, which were used to determine the main directions of implementation of the language policy of the EU, as well as in the development of proposals for improving the language education policy of Ukraine. It was concluded that the mastery of foreign languages in the EU countries belongs to the basic competencies, as well as the ability to write, read and count. Each country should implement a purposeful language policy in the field of language learning. It was established that the experience of developing the language competence of citizens, accumulated in the countries of the European Union, can be used in our country as well, especially the main concepts of language policy - language learning throughout life and multilingualism. Worthy of attention is the experience of universities developing their own language policy, as well as the ways and methods of its implementation.
English has been used as the primary language of academic publications and international research. Many academic institutions worldwide have founded their hiring, promotion, reward and graduation systems on publishing in international indexed journals. In this sense, academic members and graduate students have no choice but to publish in international arena which is tremendously dominated by English. The aim of this paper is to investigate the role English played in the academic world. As a part of this paper, first the position of English will be examined from a historical perspective and then the current position of English in the academic world will be described. Further, a brief literature analysis with regard to the international scholars' problems in writing for academic publication process and the strategies they use to deal with these problems will be provided. Finally, the role English play in Turkish academia will be discussed. It is concluded in this paper that although international scholars have a number of difficulties, they also have a number of strategies to overcome the problems in writing for scholarly publication.
Kegiatan Pengabdian Kepada Masyarakat (Abdimas) ini merupakan seri lanjutan dari kegiatan Abdimas sebelumnya pada 2021 lalu (Putera, 2021). Sedikit berbeda dengan sebelumnya, topik kegiatan Abdimas tahun ini bertujuan untuk memberi pengetahuan kepada para guru tentang Linguistic Landscape dalam literasi digital. Sebagai sebuah pendekatan baru dalam studi kemultibahasaan dan pembelajaran bahasa Inggris, LL mendorong untuk lebih banyak menggunakan materi-materi, dan tema-tema pembelajaran otentik yang ada di sekeliling kita baik yang berasal dari sumber non-digital maupun digital. Penggunaan materi dan tema-tema otentik akan menghasilkan pembelajaran yang kontekstual, relevan dengan situasi dan kondisi siswa, dan lebih bermakna sebab siswa lebih memahami isu-isu otentik yang ada di sekitarnya (seperti masalah sampah, bahaya merokok, dll) dibandingkan dengan isu-isu non-otentik yang tidak pernah/belum pernah mereka lihat, rasakan, dan alami selama hidupnya. Berlimpahnya bahan-bahan digital (digital landscape) bisa dimanfaatkan menjadi bahan ajar pembelajaran bahasa Inggris yang efektif, murah, dan mudah didapat. Sejalan dengan itu, maka sosialisasi tentang LL dalam literasi digital menjadi sangat penting mengingat pembelajaran abad 21 saat ini mempersyaratkan para guru dan siswa untuk cakap (literate) dalam menggunakan teknologi digital, sadar (aware) dan paham dengan permasalahan yang sedang terjadi di lingkungannya sehingga mereka tidak hanya kompeten dalam menggunakan bahasa namun juga dapat memberi solusi bagi perbaikan masyarakat dan lingkungannya. Metode yang akan digunakan adalah sosialisasi 3 tahap: Pertama, memberi penyuluhan tentang konsep dan hasil studi LL dalam literasi digital; Kedua, menjelaskan tentang sumber-sumber LL dalam dunia digital; dan Ketiga, menjelaskan hasil studi tentang LL dalam literasi digital; dan Keempat, diskusi dan tanya jawab tentang manfaat dan tantangan penerapan LL dalam pembelajaran berbasis digital atau online. Hasil kegiatan menunjukkan bahwa para peserta menyambut gembira kegiatan ini karna mengambil lokasi yang nyaman dan asri yakni lesehan Bebek Galih dimana mayoritas dari mereka belum pernah mendatangi dan senang dengan suasana baru yang tidak melulu di ruangan sekolah. Lokasi ini dipilih atas rekomendasi dari para guru peserta dengan mengedepankan konsep berbagi ilmu sambil bertamasya. Manfaat lainnya, para peserta mendapatkan tambahan wawasan dan pengetahuan tentang konsep LL, memunculkan ide-ide baru dalam menyusun bahan pembelajaran bahasa Inggris dari sumber-sumber digital/online, dan dalam merancang projek/tugas bagi siswa yang dapat dilakukan dari digital ke digital (D to D), digital ke non-digital (D to DG), atau non-digital ke digital (ND to D). Selain manfaat, adapula tantangan yang dihadapi oleh para guru Bahasa Inggris dalam menerapkan konsep LL yakni masih kurangnya literasi siswa, masih terbatasnya akses internet di sekolah khususnya yang berada di kaki gunung yang terjendala sinyal, dan aturan larangan menggunakan gawai seperti HP dan sejenisnya. Secara umum, konsep LL berbasis digital dalam pembelajaran bahasa Inggris dianggap sangat relevan dengan konsep pendidikan abad 21 dan program merdeka belajar dimana guru dan siswa dituntut untuk memiliki kecakapan/literasi dalam menggunakan teknologi, informasi, dan media. Beberapa tema yang diusulkan untuk Abdimas berikutnya adalah tindaklanjut penyusunan bahan ajar bahasa Inggris berbasis literasi digital dan perancangan soal-soal LL dari sumber digital untuk mengasah kemampuan berpikir tingkat tinggi (HOTS) siswa. Harapan dari semua peserta, semoga kegiatan ini dapat terus dilanjutkan di tahun selanjutnya.
Language and power from the historical point of view. A part of linguistics that has become more and more important today (whose field of work is generally the diversity of the varieties spoken in a society under diachronic and synchronous aspects) is called socio- and politolinguistics and deals with how the language of the partners in the in interaction is used and how speech acts are used to fulfil intentions. Every political and economic area is shaped by diverse forms of language (standard, dialects, lingua franca, sociolects, minority languages, etc.). - Access to the power of language arises from knowing and using the correct language or variety. In this sense,
the article is about the connection between language, politics / political
power and society. Following the questions of the supremacy of some world languages, theses for the distinctive characteristics of the language empires and their emergence will be presented. Ultimately, the question is what the consequences of the globalization of English are.
Language revitalisation initiatives are often faced with numerous socio- economic and political challenges which, if not mitigated, could overwhelm them. Using three schools of thought on language revitalisation, namely the Proponents, the Pessimists, and the Opponents, this article examines how internal and external challenges affected the language revitalisation initiative of the endangered Tonga speech community in Zimbabwe. It argues that endangered speech communities are often misconstrued as homogeneous and willing to fight and die for their languages. This study, however, reveals that endangered speech communities are intricate heterogeneous entities in which competing interests may jeopardise the revitalisation process. The study identifies six factors which obstructed the process of Tonga revitalisation. The most significant factors were the lack of a standardised variety of Tonga, the legacy of discriminatory language policies in Zimbabwe, and the opposition of politicians.
This study aims to reveal the impact of the COVID-19 pandemic on the necessity of using English as an international language. For this purpose, this study conducted a web survey of Japanese workers, and statistically examined the extent to which the use of English increased or decreased after the outbreak. The findings are as follows. First, although some types of use decreased or increased, the majority did not show substantial changes. Second, the changes in English use were largely influenced by worker factors, such as types of occupation and employment (e.g. it declined typically among sales workers but not among the self-employed and freelancers), the degree of remote working (e.g. not being allowed to work remotely reduced it), and industry (e.g. it declined among workers in accommodation and real estate sectors but increased among public servants). These findings suggest the following implications: (1) non-decline in English use would suggest its resilience as an international language, the necessity of which could endure even in such a global upheaval; and (2) the frequency of using English (and other modes of international communication) is relatively independent of reduced human mobility, but it is largely affected by the economic climate.
This article addresses the linguistic effects of an increased 'Englishisation' of Sweden. Three main aspects are dealt with. The first is English loanwords, which are often seen as a threat to Swedish. However, borrowings from English cannot be regarded as a major problem: the frequency of un-integrated English words is in general fairly low in contemporary Swedish, and, furthermore, loans from other tongues appear to be a natural phenomenon in the development of all languages. The second aspect examined is the dominating role of English as a source language for translations. One consequence of this is the transmission of new genres and genre systems. Thirdly, losses of domains of usage to English are discussed. I report some main results from an investigation of the use of Swedish within different European Union (EU) bodies. It appears that Swedish is used, to a large extent, by the politically elected representatives, while Swedish civil servants primarily have to use English and French when working in EU institutions. Finally, I discuss whether Swedish may be regarded as a language 'threatened' by English. My conclusion is that it is exaggerated to assume that wide-ranging linguistic shift is underway. However, a restricted loss of domains may have negative consequences for a language. It is, therefore, important to promote the use of Swedish within the domains where English has a strong position.
Is it possible to bridge the widening gap between multilingualism in the international institutions of the European Union as decreed in Regulation No 1 and the everyday practices within the EU institutions? This article reports on the findings of an investigation into correspondence, obtained from the Council 2 archives, relating to the language policy. 3 After discussing the languages and the argumentation patterns used, I will demonstrate with facts available in these documents that the current situation shows no marked improvement over the language problems perceived from the very start. With every accession of new Member States, it again becomes painfully clear that the democratic principle of Regulation No 1 is a far cry from the undemocratic reality apparent from a consistent stream of complaints and a string of reports re-investigating the problem. This analysis will confirm that an effective and equitable solution has not as yet been proposed.
Like other linguistically diverse institutions, the European Union promotes conflicting values as it chooses official languages. Increased activism and the admission of new states threaten a language-policy crisis. One approach to a solution is to analyze more carefully than before the universe of possible language regimes for institutions like the EU and the justifications for deeming any alternative "optimal. " We can define a language regime as a set of official languages and a set of rules permitting complete mutual comprehension in a "deliberation " among representatives of language groups. If only the groups ' languages and one synthetic language are relevant, if the representatives are monolingual, if translators are bilingual, and if other simplifications are assumed, there are almost five times as many potentially optimal language regimes as language groups (e.g. with nine groups, 40). We can partition the language regimes into ten classes, distinguished by their official languages and whether they translate directly, via intermediate group languages, or via the synthetic language. The duration and urgency of the deliberation, the capacity of translation facilities, the importance of language equality, the distribution of group sizes, and the relative cost of learning the synthetic language are some conditions that determine which language regime is optimal. The prevailing conditions in the EU create a clear choice between two families of language regimes. One family satisfies the professed norm of equal language treatment by making either none or all of the groups ' languages official. The other family, by making only the largest languages official, systematizes the common EUpractice of sacrificing language equality for cost reduction. A victory for one normative position would favor a corresponding language regime, but a continued daily normative struggle would tend to produce complex variation in language regimes across EU agencies.