Language Policy and Planning: Challenges for Latin American Universities

Autor/inn/en	Hamel, Rainer Enrique; Álvarez López, Elisa; Carvalhal, Tatiana Pereira
Titel	Language Policy and Planning: Challenges for Latin American Universities
Quelle	In: Current Issues in Language Planning, 17 (2016) 3-4, S.278-297 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2016.1201208
Schlagwörter	Language Planning; Foreign Countries; Sociolinguistics; Social Capital; Universities; Decision Making; Educational Policy; Multilingualism; Language of Instruction; Spanish; Portuguese; English (Second Language); Access to Education; International Education; Science Education; Global Approach; Brazil; Mexico; South America + Suchen Sie Ihr Suchwort? Sprachwechsel; Ausland; Soziolinguistik; Sozialkapital; University; Universität; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Spanisch; Portugiesischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Education; Access; Bildung; Zugang; Bildungszugang; Internationale Erziehung; Naturwissenschaftliche Bildung; Globales Denken; Brasilien; Mexiko; Südamerika
Abstract	This article starts with an overview of the sociolinguistic situation in Latin America as a context for language policy and planning (LPP) decisions in the academic field. Then it gives a brief overview of the language policy challenges faced by universities to cope with neoliberal internationalisation. A conceptualisation of the domain as a sociological (Bourdieu) and communicational (Gumperz) field is sketched to interpret LPP activities in a comprehensive framework. Next the text turns to the micro-level to give a more detailed account of two specific universities, "Unidad Profesional Interdisciplinaria en Ingeniería y Tecnologías Avanzadas" (UPIITA), a technology unit in the National Polytechnic Institute (IPN) in Mexico City, and the University of Latin American Integration (UNILA) in southern Brazil. The analysis of both universities reveals the emergence of exceptional plurilingual LPP frameworks: The Mexican UPIITA fosters the learning of more than one foreign language to cope with research and study abroad activities. The Brazilian UNILA integrates students from all over South American through teaching in Portuguese and Spanish as equal languages of instruction. English and other international languages come third as access languages to the international academia. Finally, the article relates its findings to the more general picture of university LPP in Latin America. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01