English and More: A Multisite Study of Roles and Conceptualisations of Language in English Medium Multilingual Universities from Europe to Asia

Autor/inn/en	Baker, Will; Hüttner, Julia
Titel	English and More: A Multisite Study of Roles and Conceptualisations of Language in English Medium Multilingual Universities from Europe to Asia
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 6, S.501-516 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1207183
Schlagwörter	Multilingualism; English (Second Language); Second Language Learning; Language of Instruction; Comparative Education; Mixed Methods Research; Questionnaires; Student Attitudes; Language Role; Interviews; Teacher Attitudes; Language Attitudes; Program Descriptions; Foreign Countries; Official Languages; International Education; Standards; Language Variation; College Faculty; College Students; German; Thai; Discourse Analysis; Thailand; Austria; United Kingdom + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Vergleichende Erziehungswissenschaft; Fragebogen; Schülerverhalten; Interviewing; Interviewtechnik; Lehrerverhalten; Sprachverhalten; Ausland; Office language; Amtssprache; Internationale Erziehung; Standard; Sprachenvielfalt; Fakultät; Collegestudent; Deutscher; Diskursanalyse; Österreich; Großbritannien
Abstract	The rapid increase in English medium instruction (EMI) in higher education has resulted in the need for a greater evidence base documenting EMI in practice spanning a range of settings. Studies of EMI focusing on linguistic issues are beginning to emerge but there are few comparative studies looking at multiple sites, levels and stakeholders. In response to this, the study reported here examined the roles of and conceptualisations of English and other languages in three EMI programmes in Thailand, Austria and the UK. A mixed-methods approach was adopted making use of a student questionnaire (N = 121) and interviews (N = 12) with lecturers and students, supported by documentary analysis and observations. Quantitative and qualitative analyses revealed diverse roles of English and other languages, various levels of recognition of multilingualism, and a sophisticated range of conceptualisations of language by stakeholders. In particular, English as discipline-specific language use emerged as a key concept, straddling language and content learning and teaching, as well as problematising simplistic divides between language and content. Furthermore, the complex understanding of the diverse roles of languages by participants offers a counter to perspectives of English in EMI as an unambiguous, monolithic entity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01