Elite Bilingual Identities in Higher Education in the Anglophone World: The Stratification of Linguistic Diversity and Reproduction of Socio-Economic Inequalities in the Multilingual Student Population

Autor/in	Preece, Siân
Titel	Elite Bilingual Identities in Higher Education in the Anglophone World: The Stratification of Linguistic Diversity and Reproduction of Socio-Economic Inequalities in the Multilingual Student Population
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 5, S.404-420 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1543692
Schlagwörter	Bilingualism; Self Concept; Higher Education; Multilingualism; Universities; Educational Experience; Working Class; Undergraduate Students; Minority Group Students; Blacks; Advantaged; Ethnic Groups; Language Attitudes; Teaching Methods; Reputation; Institutional Characteristics; Writing Instruction; Academic Language; Student Attitudes; Comparative Analysis; Foreign Countries; Foreign Students; Language Variation; English (Second Language); Second Language Learning; Native Language; Language Usage; Study Habits; United Kingdom + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mehrsprachigkeit; Multilingualismus; University; Universität; Bildungserfahrung; Arbeiterklasse; Black person; Schwarzer; Ethnie; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schülerverhalten; Ausland; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Study behavior; Study behaviour; Studienverhalten; Großbritannien
Abstract	As universities in the Anglophone world attend to operating on a global stage, linguistic diversity in the sector has intensified. Historically, higher education has adopted language-as-problem orientations to managing linguistic diversity, viewing multilingual repertoires largely as an obstacle. An emerging body of work informed by language-as-resource orientations seeks to counter these deficit views. However, while timely, it risks treating the multilingual student population as a homogeneous group. This paper addresses this issue by developing a finer-grained understanding of student experiences of their multilingual repertoires with two groups of students from different socioeconomic backgrounds: working-class Black and Minority Ethnic (BME) undergraduate students and international postgraduate students from more socially elite families. By examining students' experiences of their multilingual repertoires in the institution, I demonstrate how universities stratify the linguistic diversity in their midst, arguing that this is resonant with elite-plebeian views of bilingualism. I contend that language-as-resource informed curriculum and pedagogy needs to attend to institutional practices that stratify linguistic diversity to avoid reinforcing a situation in which the multilingualism of students from professional and socially elite groups is reinforced while little is gained when it comes to the multilingualism of working-class BME students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01