The Englishisation of Higher Education in Catalonia: A Critical Sociolinguistic Ethnographic Approach to the Students' Perspectives

Autor/in	Sabaté-Dalmau, Maria
Titel	The Englishisation of Higher Education in Catalonia: A Critical Sociolinguistic Ethnographic Approach to the Students' Perspectives
Quelle	In: Language, Culture and Curriculum, 29 (2016) 3, S.263-285 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabaté-Dalmau, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2016.1153108
Schlagwörter	Foreign Countries; Student Attitudes; College Students; English (Second Language); Second Language Learning; Spanish; Program Implementation; Romance Languages; Essays; Coding; Language Attitudes; Official Languages; Language Usage; Bilingual Education; Multilingualism; Employment Qualifications; Cultural Capital; Intercultural Communication; Social Bias; French; Spain + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Romanische Sprache; Essay; Aufsatzunterricht; Codierung; Programmierung; Sprachverhalten; Office language; Amtssprache; Sprachgebrauch; Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Interkulturelle Kommunikation; Französisch; Spanien
Abstract	This paper investigates the attitudes towards Englishisation displayed by 30 students enrolled in a Combined Languages degree, including English and another language, in a top-ranked bilingual university in Catalonia, where Spanish and Catalan coexist complexly, and where foreign language medium instruction is relatively new. Through a two-year fieldwork project, I report on how the institution implemented this partial English-medium instruction program for the first time in Spain, following its internationalisation mission. I then focus on the students' perspectives towards the officialisation of English as the third language of the Catalan university system. Via a Domain and Emotion Coding analysis of 30 essay-writing assignments, I show that students mobilise a series of predominantly favourable discourses on Englishisation which conflictingly interplay with negative attitudes towards it. They envision English as a post-national "democratising" lingua franca and as an asset for employability and educational excellence, but they also construct it as a politicised threat to linguistic diversity. These perspectives contribute to a nuanced understanding of the students' range of ambivalent stances concerning the established sociolinguistic orders of globalised universities in Barcelona and the neo-liberal linguistic regimes of the European Higher Education Area, which call for policies providing a more balanced ecology of languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01