Pub Date : 2021-11-05DOI: 10.24989/fs.v43i3-4.2006
Susanne Göpferich
Due to internationalization in higher education, English is gaining in importance as the language of teaching and learning (LoTL) in European institutions of higher education. Against this background, the question arises of how English can be used for teaching and learning without disadvantaging researchers, teachers and students by forcing them to use a second or foreign language for their cognitive-academic development and, at the same time, neglecting to assist them in developing individual translingual practices from which they could benefit. This article outlines the repertoire of translingual competencies and practices that have been observed in plurilinguals. For these competencies and practices, a range of terms has been coined, such as translanguaging, co-languaging, code-mixing and code-meshing, some of which are vague or overlap and therefore will be clarified in this article. In addition, a translation-studies perspective will be introduced into the current discourse on translingual practices. Based on this clarification, didactical measures will be outlined by means of which “English-plus multilingualism” (van der Walt 2013: 12) can be fostered in higher education on the part of both teachers and students.
由于高等教育的国际化，英语作为欧洲高等教育机构的教学语言(LoTL)越来越重要。在这种背景下，问题出现了，如何使用英语教学和学习，而不使研究人员，教师和学生在认知学术发展中被迫使用第二语言或外语，同时忽视帮助他们发展个人的翻译实践，他们可以从中受益。本文概述了在多语者中观察到的翻译能力和实践。对于这些能力和实践，已经创造了一系列术语，例如翻译语言、共同语言、代码混合和代码网格，其中一些是模糊的或重叠的，因此将在本文中澄清。此外，翻译研究的视角将被引入到当前关于翻译实践的论述中。基于这一澄清，将概述教学措施，通过这种方式，“英语+多语言”(van der Walt 2013: 12)可以在高等教育中培养教师和学生。
{"title":"Die Internationalisierung der Hochschulen und der Umgang mit Mehrsprachigkeit in Studium und Lehre","authors":"Susanne Göpferich","doi":"10.24989/fs.v43i3-4.2006","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2006","url":null,"abstract":"Due to internationalization in higher education, English is gaining in importance as the language of teaching and learning (LoTL) in European institutions of higher education. Against this background, the question arises of how English can be used for teaching and learning without disadvantaging researchers, teachers and students by forcing them to use a second or foreign language for their cognitive-academic development and, at the same time, neglecting to assist them in developing individual translingual practices from which they could benefit. This article outlines the repertoire of translingual competencies and practices that have been observed in plurilinguals. For these competencies and practices, a range of terms has been coined, such as translanguaging, co-languaging, code-mixing and code-meshing, some of which are vague or overlap and therefore will be clarified in this article. In addition, a translation-studies perspective will be introduced into the current discourse on translingual practices. Based on this clarification, didactical measures will be outlined by means of which “English-plus multilingualism” (van der Walt 2013: 12) can be fostered in higher education on the part of both teachers and students.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77915263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-05DOI: 10.24989/fs.v43i3-4.2009
Ina Alexandra Machura
The present pilot study compares the use of the native language during foreign- language writing processes of two students enrolled in a Translation degree program to that of two students enrolled in an English Language and Literature degree program who had not received training in translation or interpreting. Across a range of sub-processes of source-based academic writing, native language use was found to be more frequent in the Translation students’ than in the English students’ think-aloud protocols. Possible relationships between the participants’ patterns of language use and their academic socialization are discussed, as well as the potential that native language use in foreign-language academic writing processes can have to help students improve their foreign-language texts.
{"title":"Dominant-language Use in Foreign-language Academic Writing Processes","authors":"Ina Alexandra Machura","doi":"10.24989/fs.v43i3-4.2009","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2009","url":null,"abstract":"The present pilot study compares the use of the native language during foreign- language writing processes of two students enrolled in a Translation degree program to that of two students enrolled in an English Language and Literature degree program who had not received training in translation or interpreting. Across a range of sub-processes of source-based academic writing, native language use was found to be more frequent in the Translation students’ than in the English students’ think-aloud protocols. Possible relationships between the participants’ patterns of language use and their academic socialization are discussed, as well as the potential that native language use in foreign-language academic writing processes can have to help students improve their foreign-language texts.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86493243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-05DOI: 10.24989/fs.v43i3-4.2010
Eva Zernatto
This paper introduces the results of a series of writing workshops about “Mehrsprachig Schreiben” [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example (“Meine Sprachen und ich” [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at “German speaking” universities.
{"title":"Das (verhinderte) Potential der Mehrsprachigkeit","authors":"Eva Zernatto","doi":"10.24989/fs.v43i3-4.2010","DOIUrl":"https://doi.org/10.24989/fs.v43i3-4.2010","url":null,"abstract":"This paper introduces the results of a series of writing workshops about “Mehrsprachig Schreiben” [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example (“Meine Sprachen und ich” [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at “German speaking” universities.","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90453198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-06DOI: 10.24989/fs.v42i3-4.1930
Ines-A. Busch-Lauer
{"title":"Bibliographie","authors":"Ines-A. Busch-Lauer","doi":"10.24989/fs.v42i3-4.1930","DOIUrl":"https://doi.org/10.24989/fs.v42i3-4.1930","url":null,"abstract":"","PeriodicalId":41240,"journal":{"name":"Fachsprache-Journal of Professional and Scientific Communication","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73520378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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