Pub Date : 2022-09-07DOI: 10.1080/14664208.2022.2111927
G. Wilson
ABSTRACT This article compares the immersion-education systems in Brittany and Wales. The number of Welsh speakers is growing thanks to its well-developed immersion-education system. Brittany has a much less well-developed system and the number of Breton speakers is falling dramatically. Urgent action is needed if Breton is to survive. Using an approach based loosely on ‘comparative history as a comparison of contrasts’, the paper examines differences in political support for immersion education between the two regions. It considers the impact of this support on planning strategies and mechanisms and considers how a range of pedagogical factors including age of exposure, language-use in the classroom and teacher training are tackled in the two contexts. It finds that the Welsh system enjoys far greater political support than that of Brittany because control of the education system is in the hands of a devolved regional authority which fully supports the regional language. The situation may be about to improve for Breton owing to the publication of a recent circular authorising full-immersion education within the state-education system for the first time. The paper recommends close collaboration between the two regions moving forward in an attempt to save Breton from extinction.
{"title":"A comparative study of regional-language immersion education in Brittany and Wales","authors":"G. Wilson","doi":"10.1080/14664208.2022.2111927","DOIUrl":"https://doi.org/10.1080/14664208.2022.2111927","url":null,"abstract":"ABSTRACT This article compares the immersion-education systems in Brittany and Wales. The number of Welsh speakers is growing thanks to its well-developed immersion-education system. Brittany has a much less well-developed system and the number of Breton speakers is falling dramatically. Urgent action is needed if Breton is to survive. Using an approach based loosely on ‘comparative history as a comparison of contrasts’, the paper examines differences in political support for immersion education between the two regions. It considers the impact of this support on planning strategies and mechanisms and considers how a range of pedagogical factors including age of exposure, language-use in the classroom and teacher training are tackled in the two contexts. It finds that the Welsh system enjoys far greater political support than that of Brittany because control of the education system is in the hands of a devolved regional authority which fully supports the regional language. The situation may be about to improve for Breton owing to the publication of a recent circular authorising full-immersion education within the state-education system for the first time. The paper recommends close collaboration between the two regions moving forward in an attempt to save Breton from extinction.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"418 - 439"},"PeriodicalIF":2.4,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43015788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.1080/14664208.2022.2117962
Cynog Prys, D. Matthews
ABSTRACT Increasingly, it is recognised that the opportunity to engage with one’s own culture and language is beneficial for an individual’s well-being. Research among indigenous communities in North America, Australia, Scandinavia, and New Zealand, have illustrated the importance of culturo-linguistic congruity. In Wales, the Well-being of Future Generations (Wales) Act 2015 has come to define the political and legal pursuance of well-being. A unique piece of legislation, this legally mandates all Welsh public bodies to demonstrate they are working to achieve all seven well-being goals established by the Act. Echoing the conclusions of existing research, one identified well-being objective is the promotion of Welsh culture and the Welsh language. Taking account of the current nature of Welsh language provision within the Welsh National Health Service (NHS), the purpose of this paper is to briefly assess the extent to which the Welsh NHS is in a position to facilitate the well-being objective of ensuring service users have an opportunity to utilise the Welsh language. Despite the ambitions of the legislation, it will be argued that the Welsh language is largely absent from the well-being objectives outlined by local health boards.
{"title":"Well-being and language: language as a well-being objective in Wales","authors":"Cynog Prys, D. Matthews","doi":"10.1080/14664208.2022.2117962","DOIUrl":"https://doi.org/10.1080/14664208.2022.2117962","url":null,"abstract":"ABSTRACT Increasingly, it is recognised that the opportunity to engage with one’s own culture and language is beneficial for an individual’s well-being. Research among indigenous communities in North America, Australia, Scandinavia, and New Zealand, have illustrated the importance of culturo-linguistic congruity. In Wales, the Well-being of Future Generations (Wales) Act 2015 has come to define the political and legal pursuance of well-being. A unique piece of legislation, this legally mandates all Welsh public bodies to demonstrate they are working to achieve all seven well-being goals established by the Act. Echoing the conclusions of existing research, one identified well-being objective is the promotion of Welsh culture and the Welsh language. Taking account of the current nature of Welsh language provision within the Welsh National Health Service (NHS), the purpose of this paper is to briefly assess the extent to which the Welsh NHS is in a position to facilitate the well-being objective of ensuring service users have an opportunity to utilise the Welsh language. Despite the ambitions of the legislation, it will be argued that the Welsh language is largely absent from the well-being objectives outlined by local health boards.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"400 - 417"},"PeriodicalIF":2.4,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41846001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.1080/14664208.2022.2111933
Grace A. Gomashie
ABSTRACT This paper reports on the family language policy (FLP) of three families in a Nahuatl community in Mexico. It investigates the role of (i) parental experiences, beliefs, attitudes and expectations, (ii) child practices, and (iii) broader societal attitudes in shaping these policies. Drawing on survey and interview data, the study points to a tension between generally positive attitudes towards Nahuatl and reported language practices in the home. The three cases offer different perspectives on the complex interplay between language practices in the home and broader social, cultural and political processes. Shedding light on ongoing processes of language shift in this Nahuatl-speaking region, this study contributes data-based knowledge to the FLP literature in Indigenous communities.
{"title":"Family language policy in Indigenous and bilingual communities: case studies of Nahuatl-speaking caregivers in Mexico","authors":"Grace A. Gomashie","doi":"10.1080/14664208.2022.2111933","DOIUrl":"https://doi.org/10.1080/14664208.2022.2111933","url":null,"abstract":"ABSTRACT This paper reports on the family language policy (FLP) of three families in a Nahuatl community in Mexico. It investigates the role of (i) parental experiences, beliefs, attitudes and expectations, (ii) child practices, and (iii) broader societal attitudes in shaping these policies. Drawing on survey and interview data, the study points to a tension between generally positive attitudes towards Nahuatl and reported language practices in the home. The three cases offer different perspectives on the complex interplay between language practices in the home and broader social, cultural and political processes. Shedding light on ongoing processes of language shift in this Nahuatl-speaking region, this study contributes data-based knowledge to the FLP literature in Indigenous communities.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"361 - 379"},"PeriodicalIF":2.4,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/14664208.2021.2005369
N. An, Yongyan Zheng
ABSTRACT Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and dialogical construct. We investigated how 24 participants representing three groups of actors—people with power, people with expertise, and people with interest—exercised their agency during the five stages of language planning stipulated by the process model of Language Management Theory (i.e. noting, evaluation, adjustment design, implementation, feedback). Drawing on narrative accounts and semi-structured interviews, the findings revealed constant interactions between different actors distributed through the five stages. In particular, we found that the five stages did not proceed in a linear way, and the findings demonstrated the presence of an internal cycle in addition to the external cycle in the micro language planning process. Language learners are invisible planners in the LOTE program. The study concludes that different actors in the local context need to make coordinated efforts to negotiate spaces to sustain the teaching and learning of less commonly taught languages, despite various structural constraints.
{"title":"Language learners as invisible planners: a case study of an Arabic language program in a Chinese university","authors":"N. An, Yongyan Zheng","doi":"10.1080/14664208.2021.2005369","DOIUrl":"https://doi.org/10.1080/14664208.2021.2005369","url":null,"abstract":"ABSTRACT Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and dialogical construct. We investigated how 24 participants representing three groups of actors—people with power, people with expertise, and people with interest—exercised their agency during the five stages of language planning stipulated by the process model of Language Management Theory (i.e. noting, evaluation, adjustment design, implementation, feedback). Drawing on narrative accounts and semi-structured interviews, the findings revealed constant interactions between different actors distributed through the five stages. In particular, we found that the five stages did not proceed in a linear way, and the findings demonstrated the presence of an internal cycle in addition to the external cycle in the micro language planning process. Language learners are invisible planners in the LOTE program. The study concludes that different actors in the local context need to make coordinated efforts to negotiate spaces to sustain the teaching and learning of less commonly taught languages, despite various structural constraints.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"23 1","pages":"371 - 393"},"PeriodicalIF":2.4,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/14664208.2022.2102330
Michael D. Smith
ABSTRACT As global neoliberalism continues to take root, States aim to produce linguistically-skilled human capital to gain an advantage within highly-competitive market conditions. With this relationship in view, English language proficiency constitutes a ‘rational’ educational pathway for national and personal-level success within an outwardly meritocratic knowledge economy. Yet, in Japan, as in many other locales, English has been accused of strengthening pre-existing power relations. Accordingly, this inquiry draws on Bernstein’s pedagogic device, to address the nested fields of production, recontextualisation, and reproduction shaping educational practice. Regarding production, normative OECD discourses framing essential key competencies favour an epistemic hierarchy privileging the orthodoxy of free-market capitalism. Through unequal pedagogic reform, meanwhile, the recontextualisation of regulatory discourse limits valued forms of knowledge to learners attending prestigious mass-market institutions. This, in turn, holds implications for reproduction. Through recognition and realisation, the classification and framing of English as a ‘valid’ knowledge privilege students from middle-class households. The appropriation of English as a ‘rational’ contact point for global communication, business, and finance thereby risks obfuscating the socio-economic order determining its practice.
{"title":"The neoliberal structures of English in Japanese higher education: applying Bernstein’s pedagogic device","authors":"Michael D. Smith","doi":"10.1080/14664208.2022.2102330","DOIUrl":"https://doi.org/10.1080/14664208.2022.2102330","url":null,"abstract":"ABSTRACT As global neoliberalism continues to take root, States aim to produce linguistically-skilled human capital to gain an advantage within highly-competitive market conditions. With this relationship in view, English language proficiency constitutes a ‘rational’ educational pathway for national and personal-level success within an outwardly meritocratic knowledge economy. Yet, in Japan, as in many other locales, English has been accused of strengthening pre-existing power relations. Accordingly, this inquiry draws on Bernstein’s pedagogic device, to address the nested fields of production, recontextualisation, and reproduction shaping educational practice. Regarding production, normative OECD discourses framing essential key competencies favour an epistemic hierarchy privileging the orthodoxy of free-market capitalism. Through unequal pedagogic reform, meanwhile, the recontextualisation of regulatory discourse limits valued forms of knowledge to learners attending prestigious mass-market institutions. This, in turn, holds implications for reproduction. Through recognition and realisation, the classification and framing of English as a ‘valid’ knowledge privilege students from middle-class households. The appropriation of English as a ‘rational’ contact point for global communication, business, and finance thereby risks obfuscating the socio-economic order determining its practice.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"334 - 356"},"PeriodicalIF":2.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-26DOI: 10.1080/14664208.2022.2103267
M. David
{"title":"Handbook of home language maintenance and development: social and affective factors (handbooks of applied linguistics)","authors":"M. David","doi":"10.1080/14664208.2022.2103267","DOIUrl":"https://doi.org/10.1080/14664208.2022.2103267","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"357 - 359"},"PeriodicalIF":2.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-16DOI: 10.1080/14664208.2022.2100679
Victoria Van Oss, Wendelien Vantieghem, E. Struys, Piet van Avermaet
ABSTRACT Whereas early childhood professionals can play a pivotal role in fostering young children’s home language development, little is known about what determines the kind of multilingual parenting advice they offer families. The objective of this study was to deconstruct the processes culminating in two types of such recommendations: advice highlighting the usage of the home language in the family domain versus advice to include the dominant language. Different theories, including Spolsky’s insights on language policy and Ricento and Hornberger’s Onion model, were used to investigate several aspects influencing professionals’ interpersonal language policy. Logistic regression analyses were performed on a sample of 305 professionals employed at Flemish infant welfare clinics in Belgium. Our findings indicate that advice highlighting the home language is connected to manifold variables on the national, institutional, and interpersonal language policy levels. However, only few variables at the interpersonal and institutional level were associated with advice to include the dominant language. Hence, future research could further investigate the hitherto unidentified mechanisms underlying this type of advice. Overall, our results show the complex and nuanced ways in which the national, institutional, and interpersonal levels intersect in shaping different types of multilingual advice.
{"title":"A quantitative analysis of the language policy processes in early childhood professionals’ advice on multilingual parenting","authors":"Victoria Van Oss, Wendelien Vantieghem, E. Struys, Piet van Avermaet","doi":"10.1080/14664208.2022.2100679","DOIUrl":"https://doi.org/10.1080/14664208.2022.2100679","url":null,"abstract":"ABSTRACT\u0000 Whereas early childhood professionals can play a pivotal role in fostering young children’s home language development, little is known about what determines the kind of multilingual parenting advice they offer families. The objective of this study was to deconstruct the processes culminating in two types of such recommendations: advice highlighting the usage of the home language in the family domain versus advice to include the dominant language. Different theories, including Spolsky’s insights on language policy and Ricento and Hornberger’s Onion model, were used to investigate several aspects influencing professionals’ interpersonal language policy. Logistic regression analyses were performed on a sample of 305 professionals employed at Flemish infant welfare clinics in Belgium. Our findings indicate that advice highlighting the home language is connected to manifold variables on the national, institutional, and interpersonal language policy levels. However, only few variables at the interpersonal and institutional level were associated with advice to include the dominant language. Hence, future research could further investigate the hitherto unidentified mechanisms underlying this type of advice. Overall, our results show the complex and nuanced ways in which the national, institutional, and interpersonal levels intersect in shaping different types of multilingual advice.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"312 - 333"},"PeriodicalIF":2.4,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-19DOI: 10.1080/14664208.2022.2088972
Zia ur Rehman Bazai, Syed Abdul Manan, S. Pillai
ABSTRACT The teaching of native languages is seen as being key to the development of cognitive skills, better academic performance in early grades and a resource for linguistic (re)vitalization and cultural revival. This study examines the institutional challenges in teaching and learning native languages in Pakistan. The study uses teachers’ agency through the public sphere paradigm as a theoretical framework to investigate the concerns and opinions of teachers and their agency regarding the challenges to native languages policy. The majority of teachers overwhelmingly support native languages, and endorse their importance in education, particularly in the development of cognitive skills and better academic performance. However, several institutional challenges hold back the teaching of native languages in public schools in Pakistan. The participants argue that native languages need an effective language-in-education policy. In addition, students, teachers and parents are not likely to deem native languages as resources until they gain some economic value. The study suggests that the current policy regarding native languages should be reviewed and refashioned considering their importance to students’ academic performance. Further, a dynamic policy-making mechanism is proposed where stakeholders at every level are able to coordinate in policy formulation and its effective implementation.
{"title":"Language policy and planning in the teaching of native languages in Pakistan","authors":"Zia ur Rehman Bazai, Syed Abdul Manan, S. Pillai","doi":"10.1080/14664208.2022.2088972","DOIUrl":"https://doi.org/10.1080/14664208.2022.2088972","url":null,"abstract":"ABSTRACT The teaching of native languages is seen as being key to the development of cognitive skills, better academic performance in early grades and a resource for linguistic (re)vitalization and cultural revival. This study examines the institutional challenges in teaching and learning native languages in Pakistan. The study uses teachers’ agency through the public sphere paradigm as a theoretical framework to investigate the concerns and opinions of teachers and their agency regarding the challenges to native languages policy. The majority of teachers overwhelmingly support native languages, and endorse their importance in education, particularly in the development of cognitive skills and better academic performance. However, several institutional challenges hold back the teaching of native languages in public schools in Pakistan. The participants argue that native languages need an effective language-in-education policy. In addition, students, teachers and parents are not likely to deem native languages as resources until they gain some economic value. The study suggests that the current policy regarding native languages should be reviewed and refashioned considering their importance to students’ academic performance. Further, a dynamic policy-making mechanism is proposed where stakeholders at every level are able to coordinate in policy formulation and its effective implementation.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"293 - 311"},"PeriodicalIF":2.4,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49194343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1080/14664208.2022.2088968
A. Liddicoat
ABSTRACT Studies in language policy and planning (LPP) for the teaching and learning of foreign languages have been under-represented in LPP scholarship. This under-representation is especially the case for studies of policy and planning for foreign languages other than English outside the English-speaking world. Foreign language education in much of the world has become synonymous with the teaching and learning of English, with other languages having at best a marginal position, especially in schools. This article presents an introduction to a thematic issue of Current Issues in Language Planning examining policies that seek to expand the diversity of foreign language education beyond its narrow focus on English.
{"title":"Language planning for diversity in foreign language education","authors":"A. Liddicoat","doi":"10.1080/14664208.2022.2088968","DOIUrl":"https://doi.org/10.1080/14664208.2022.2088968","url":null,"abstract":"ABSTRACT Studies in language policy and planning (LPP) for the teaching and learning of foreign languages have been under-represented in LPP scholarship. This under-representation is especially the case for studies of policy and planning for foreign languages other than English outside the English-speaking world. Foreign language education in much of the world has become synonymous with the teaching and learning of English, with other languages having at best a marginal position, especially in schools. This article presents an introduction to a thematic issue of Current Issues in Language Planning examining policies that seek to expand the diversity of foreign language education beyond its narrow focus on English.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"23 1","pages":"457 - 465"},"PeriodicalIF":2.4,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42855855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.1080/14664208.2022.2088165
Mai Shirahata, Malgorzata Lahti
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.
{"title":"Language ideological landscapes for students in university language policies: inclusion, exclusion, or hierarchy","authors":"Mai Shirahata, Malgorzata Lahti","doi":"10.1080/14664208.2022.2088165","DOIUrl":"https://doi.org/10.1080/14664208.2022.2088165","url":null,"abstract":"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.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"24 1","pages":"272 - 292"},"PeriodicalIF":2.4,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44290087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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