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Autor/in | Preece, Siân |
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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 |
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 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). |
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 |