Language Planning Confronted by Everyday Communication in the International University: The Norwegian Case

Autor/in	Ljosland, Ragnhild
Titel	Language Planning Confronted by Everyday Communication in the International University: The Norwegian Case
Quelle	In: Journal of Multilingual and Multicultural Development, 35 (2014) 4, S.392-405 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2013.874436
Schlagwörter	Foreign Countries; Language Planning; Language of Instruction; Higher Education; Norwegian; English (Second Language); Second Language Learning; Code Switching (Language); Educational Policy; Written Language; Masters Programs; Language Usage; Language Skill Attrition; Discourse Analysis; Language Attitudes; Graduate Students; Ecology; Science Education; Case Studies; Questionnaires; Observation; Semi Structured Interviews; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Ausland; Sprachwechsel; Teaching language; Unterrichtssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Norwegisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Geschriebene Sprache; Magister course; Magisterstudiengang; Sprachgebrauch; Sprachverfall; Diskursanalyse; Sprachverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ökologie; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study; Fragebogen; Beobachtung; Qualitative Forschung; Norwegen
Abstract	Having been the scene of language planning for more than a century in relation to the two competing written standards of Norwegian, Norwegian language planners are now facing a new challenge: how to deal with what has been termed "domain loss" where Norwegian is perceived as losing out to English in important sectors of society, including higher education. Despite being widely used in public debate, in policy documents and in survey research, the concept of "domain loss" is currently under-theorised. As the present study of linguistic practices in an English-medium MSc programme shows, practice is complex and multilingual and includes code-switching in a way that the term "domain loss" or language planning policies do not fully capture. The paper thus attempts to bridge the gap between research on code-switching in the tradition of Peter Auer on the one hand and research on domain loss and language planning on the other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10