Developing the Multilingual Agenda in EMI Higher Educational Institutions

Autor/in	Preece, Siân
Titel	Developing the Multilingual Agenda in EMI Higher Educational Institutions
Quelle	In: ELT Journal, 76 (2022) 2, S.183-193 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab087
Schlagwörter	Language of Instruction; Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Higher Education; Teaching Methods; Language Teachers; Barriers; Educational Benefits; Student Characteristics; Language Attitudes; Educational Change + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Bildungsertrag; Sprachverhalten; Bildungsreform
Abstract	Universities in English medium instruction (EMI) settings are generally reticent about the linguistic diversity of their student body. Very often, a monolingual mindset dominates institutional thinking that casts linguistic diversity as obstacle rather than asset for the EMI curriculum. This has given rise to deficit models of English language provision in which language tutors are viewed as offering language support and 'fixing' language problems. It is timely to address these anachronistic views. In this paper, I do so by making the case for the multilingual agenda in EMI higher educational institutions. From a plurilingual perspective, I examine three narratives for developing the multilingual agenda: (1) 'the institution as anglophone and multilingual'; (2) 'students as plurilingual speakers'; and (3) 'EMI curriculum and pedagogy informed by language-as-resource'. I argue that the significance of these narratives lies in treating them as interrelated and demonstrating their salience for enacting wider higher education agendas at the institutional level. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01