Towards epistemic and linguistic justice in universities: Exploring the Australian university linguascene from student perspectives

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Applied Linguistics Pub Date : 2024-08-16 DOI:10.1111/ijal.12611
Anikó Hatoss, Eliot Allport
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Abstract

This paper addresses linguistic and epistemic justice by exploring multilingual practices in tertiary contexts in an English‐dominant linguistic ecology. The paper argues that the university linguistic space (linguascene) governs language choices toward English monolingualism, and this has implications for epistemic justice in multilingual universities. While the top‐down policy of institutional monolingualism serves as the backdrop to the research, the paper is focused on individual voices and student perspectives. The study collected semi‐structured interviews from 14 tertiary students studying in Australia to interrogate their dispositions of the affordances that university spaces provide for multilingual practices. The findings of this study expose monolingual ideologies where English is seen as the legitimate norm and students do not engage with other languages through translanguaging practices. The study also reveals that students’ language norms are driven by ideologies of linguistic entrepreneurship directed at the priority of English. Students expressed doubts about the practicality of embracing multilingualism, therefore, perpetuating existing monolingual practices. The paper points to ideological barriers in the development of multilingual practices and calls for developing critical language awareness in students and academics to ensure that they become more aware of the benefits and the epistemic justice aspects of multilingual practices during their academic studies.
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在大学中实现认识论和语言公正:从学生视角探索澳大利亚大学的语言环境
本文通过探讨在英语占主导地位的语言生态环境中,高等教育中的多语言实践,探讨了语言和认识论的公正问题。本文认为,大学语言空间(linguascene)制约着英语单语主义的语言选择,这对多语种大学的认识论正义产生了影响。虽然自上而下的机构单语政策是研究的背景,但本文关注的是个人的声音和学生的观点。本研究收集了 14 名在澳大利亚学习的大学生的半结构式访谈,以了解他们对大学空间为多语言实践提供的能力的看法。研究结果揭示了单语意识形态,在这种意识形态下,英语被视为合法规范,学生不会通过翻译语言实践接触其他语言。研究还揭示了学生的语言规范是由英语优先的语言创业意识形态驱动的。学生们对接受多语制的实用性表示怀疑,因此使现有的单语实践永久化。本文指出了发展多语言实践过程中的意识形态障碍,呼吁培养学生和学者的批判性语言意识,确保他们在学术研究过程中更多地认识到多语言实践的益处和认识论正义方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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Issue Information The big global issues: Applied linguists and transdisciplinarity beyond SLA Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context Social presence and other individual differences in asynchronous English communication Unveiling the complexity of L2 learners’ emotions and emotion regulation: A retrodictive qualitative modeling study
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