Language Ideological Landscapes for Students in University Language Policies: Inclusion, Exclusion, or Hierarchy

Autor/inn/en	Shirahata, Mai; Lahti, Malgorzata
Titel	Language Ideological Landscapes for Students in University Language Policies: Inclusion, Exclusion, or Hierarchy
Quelle	In: Current Issues in Language Planning, 24 (2023) 3, S.272-292 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2088165
Schlagwörter	Foreign Countries; Comparative Education; Language Planning; Educational Policy; Higher Education; Universities; Language of Instruction; Ideology; English (Second Language); Multilingualism; Nationalism; Global Approach; Monolingualism; Language Proficiency; Language Tests; Second Language Learning; Finland; Japan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Sprachwechsel; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Teaching language; Unterrichtssprache; Ideologie; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Nationalismus; Globales Denken; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Zweitsprachenerwerb; Finnland
Abstract	Many universities in non-English speaking countries have been adopting English as a medium of instruction to internationalize their education. We set out to compare the language policies of a Finnish and a Japanese university using the lens of language ideology -- a set of normative beliefs about the social dimension of language. Data were collected from selected documents of the two universities, and analyzed utilizing critical discursive psychology. This social constructionist approach allows mapping out language ideological landscapes -- interrelationships among different co-occurring language ideologies -- from which students may draw ideas about how they orient themselves towards their peers on international campuses today. Our analysis shows that different language ideological landscapes are constructed in the language policies of the two universities, affording them different positioning in the phenomenon of internationalization. The findings suggest that both multilingualism and languaging would be important discursive resources for universities to maintain ethnolinguistic nationalism and ensure equality among students with different linguistic backgrounds, in the process of internationalization of higher education through English. On international campuses where multilingualism is prevalent, students are likely to be constructed as cosmopolitans for inclusion, locals and foreigners for exclusion, or 'native/native-like and non-native speakers' for hierarchy through different monolingual language ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01