Language Preference in Citations: A Quantitative Analysis of MA Theses at a French-Speaking University

Autor/in	Buntinx, Natacha
Titel	Language Preference in Citations: A Quantitative Analysis of MA Theses at a French-Speaking University
Quelle	In: International Journal of Multilingualism, 20 (2023) 3, S.786-800 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2021.1915318
Schlagwörter	Preferences; Language Usage; French; English (Second Language); Second Language Learning; Masters Theses; Citations (References); Student Attitudes; Native Language; Language Attitudes; Writing Strategies; Foreign Countries; Language of Instruction; Management Development; Writing (Composition); Comparative Analysis; Information Sources; Multilingualism; Bilingualism; Belgium + Suchen Sie Ihr Suchwort? Sprachgebrauch; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Citations; Zitat; Schülerverhalten; Sprachverhalten; Schreibtechnik; Ausland; Teaching language; Unterrichtssprache; Schreibübung; Information source; Informationsquelle; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Belgien
Abstract	Pluriliterate academic practices offer students who are literate in both their L1 and English the possibility of relying on sources in multiple languages. Surprisingly, there is little research on the factors playing a role in students' choice of sources and whether this choice is related solely or partly to the language of the source. This study examines whether students from a French-speaking Belgian university use pluriliterate strategies when writing their master thesis (n = 240). The objective is to investigate to which extent the selection of sources written in English rather than in other languages depends on the language of writing and on the faculty where the thesis was submitted. This study shows that students writing in English tend to have a more pronounced preference for sources in English in their readings, with estimated proportions above 93.6% across faculties, compared with students writing in French on fairly similar topics, especially in the social sciences. For example, theses in Management have an estimated proportion of sources in English between 90.1% and 96.5% when written in English and between 35% and 61.1% when written in French. These findings highlight the need for investigations on students' attitudes towards pluriliteracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01