Conceptualising Multilingual Capabilities in Anglophone Higher Degree Research Education: Challenges and Possibilities for Reconfiguring Language Practices and Policies

Autor/in	Liu, Wei
Titel	Conceptualising Multilingual Capabilities in Anglophone Higher Degree Research Education: Challenges and Possibilities for Reconfiguring Language Practices and Policies
Quelle	In: Education Sciences, 6 (2016), Artikel 39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Multilingualism; Universities; Educational Policy; International Education; Higher Education; Student Mobility; Educational Practices; Second Languages; Linguistic Theory; Language of Instruction; Language Usage; English (Second Language); Second Language Learning; Foreign Countries; Linguistic Competence; Code Switching (Language); Student Research; Academic Discourse; Australia + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; University; Universität; Politics of education; Bildungspolitik; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungspraxis; Second language; Zweitsprache; Linguistische Theorie; Teaching language; Unterrichtssprache; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Sprachkompetenz; Studentenforschung; Discourse; Diskurs; Australien
Abstract	In a context of the internationalisation of Higher Education (HE) driven by the high mobility of international Higher Degree Research candidates (HDRs), it is important to consider the value of HDRs' multilingual capabilities for their learning and making of original contributions to knowledge. This article reports on a literature study regarding conceptualisations of multilingualism and multilingual capabilities, together with multilingualism in university research education practices and policies. Key themes to emerge from the literature include divergent understandings of languages, multilingualism, and multilingual capabilities. For example, a "static" language construct provides a structuralist lens through which multilingual HDRs are viewed as an accumulation of monolinguals, whereas a "dynamic" language construct informs a socially and culturally constructed linguistic space where the multilingual resources of HDRs are valued. These divergences are manifested in the language-as-problem orientation and language-as-resource orientation in anglophone universities' HDR education policies. Informed by empirical evidence of leveraging multilingual capabilities in original contributions to knowledge, this article argues that it is urgent for pertinent stakeholders in HDR education to reconfigure language practices and policies in the HDR educational context. In doing so, the voices of HDRs would be able to leverage multilingual capabilities in their research instead of being treated as deficient English learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01