Edulingualism: Linguistic Repertoires, Academic Tasks and Student Agency in an English-Dominant University

Autor/in	Gimenez, Julio
Titel	Edulingualism: Linguistic Repertoires, Academic Tasks and Student Agency in an English-Dominant University
Quelle	In: International Journal of Multilingualism, 20 (2023) 2, S.656-671 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gimenez, Julio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1815750
Schlagwörter	Correlation; Personal Autonomy; Multilingualism; Language Usage; Second Language Learning; Learning Experience; Self Concept; Native Language; Language of Instruction; English (Second Language); Student Attitudes; Universities; Graduate Students; Teacher Education Programs; Language Teachers; Second Language Instruction; Foreign Students; Foreign Countries; Socialization; United Kingdom (London) + Suchen Sie Ihr Suchwort? Korrelation; Individuelle Autonomie; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Lernerfahrung; Selbstkonzept; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; University; Universität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Ausland; Socialisation; Sozialisation
Abstract	This article reports on a study that examined how a group of plurilingual students use their linguistic repertoires to achieve a number of purposes such as performing identity, learning and socialising, and negotiating with structure in an English-dominant university. In order to capture the dynamic relationship between language-as-resource, academic tasks and agency in this particular context, the article proposes 'edulingualism' as a conceptual and analytic lens. To this end, the article examines multiple data sets (narratives, reflective accounts, recorded interactions and texts) that show how, by mobilising their multilingual resources, these students achieve their purposes and take ownership of their learning experiences within a monolingual learning space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01