Discursive Ripple Effects in Language Policy and Practice

Autor/inn/en	Ou, Wanyu Amy; Gu, Mingyue Michelle; Hult, Francis M.
Titel	Discursive Ripple Effects in Language Policy and Practice
Quelle	In: Australian Review of Applied Linguistics, 44 (2021) 2, S.154-179 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Language Planning; International Education; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Semiotics; College Students; College Administration; Higher Education; Educational Practices; Foreign Countries; Multilingualism; Ideology; Educational Policy; Policy Analysis; Partnerships in Education; Educational Cooperation; Institutional Characteristics; Undergraduate Students; Foreign Students; China + Suchen Sie Ihr Suchwort? Sprachwechsel; Internationale Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Semiotik; Collegestudent; College administrators; Hochschulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Ausland; Mehrsprachigkeit; Multilingualismus; Ideologie; Politics of education; Bildungspolitik; Politikfeldanalyse; Hochschulpartnerschaft; Education; cooperation; Kooperation
Abstract	The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China's internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university in China. Our analysis illustrates the tension between English and other co-existing languages, as presented in educational language policies and as perceived and practiced by multilingual students in the local communicative context. The findings also show an interactive policymaking process through which students and university administrators opened ideological and implementational spaces that linguistically and semiotically pluralized communicative scenarios at the internationalized university in focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01