A Double-Edged Sword: The Merits and the Policy Implications of Google Translate in Higher Education

Autor/inn/en	Mundt, Klaus; Groves, Michael
Titel	A Double-Edged Sword: The Merits and the Policy Implications of Google Translate in Higher Education
Quelle	In: European Journal of Higher Education, 6 (2016) 4, S.387-401 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mundt, Klaus) ORCID (Groves, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2016.1172248
Schlagwörter	Higher Education; Translation; Educational Policy; Sociolinguistics; Computer Software; Web Sites; Computational Linguistics; International Education; Writing (Composition); Plagiarism; Language Proficiency; Second Language Learning; Cheating; English (Second Language); Official Languages; English for Special Purposes; Language Variation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Soziolinguistik; Web-Design; Linguistics; Computerlinguistik; Internationale Erziehung; Schreibübung; Plagiat; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Prellen; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Sprachenvielfalt
Abstract	Machine translation, specifically Google Translate, is freely available, and is improving in its ability to provide grammatically accurate translations. This development has the potential to provoke a major transformation in the internationalization process at universities, since students may be, in the future, able to use technology to circumvent traditional language learning processes. While this is a potentially empowering move that may facilitate academic exchange and the diversification of the learner and researcher community, it is also a potentially problematic issue in two main respects. Firstly, the technology is at present unable to align to the sociolinguistic aspects of university-level writing and may be misunderstood as a remedy to lack of writer language proficiency. Secondly, it introduces a new dimension to the production of academic work that may clash with Higher Education policy and, thus, requires legislation, in particular in light of issues such as plagiarism and academic misconduct. This paper considers these issues against the background of English as a Global Lingua Franca, and argues two points. First of these is that Higher Education Institutions need to develop an understanding and code of practice for the use of this technology. Secondly, potential future research will be presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01