Linguistic Diversity on the EMI Campus: Insider Accounts of the Use of English and Other Languages in Universities within Asia, Australasia, and Europe

Cover
Half Title
Title Page
Copyright Page
Table of contents
List of Figures
List of Tables
List of Contributors
Introduction
	1 Researching linguistic diversity on English-medium campuses
		1. Conceptual and empirical origins of the project: English as a lingua franca
		2. International higher education and the ubiquity of English
		3. The Linguistic Diversity on the International Campus project
		4. The organisation of this volume
		Note
		References
PART I Continental Europe
	2 ELF among multilingual practices in a trilingual university
		1. Introduction
		2. Setting and framework
		3. Data and methods
		4. Context and documents
			4.1 The broader context: languages in Finnish academia
			4.2 Institutional intention: the University Language Policy
			4.3 The university website
		5. Linguistic landscapes
		6. Students’ metalinguistic representation of languaging practices
			6.1 Receptive languaging
				6.1.1 Contextualisation
				6.1.2 Fragment recognition
			6.2 Productive languaging
				6.2.1 Lexicogrammatical simplification
				6.2.2 Phonetic simplification
				6.2.3 Slipping
			6.3 Cooperative languaging
				6.3.1 Co-construction
				6.3.2 Cross-languaging
		7. Discussion
		Notes
		References
	3 Internationalisation and linguistic diversity in a mid-sized Italian university
		1. The Italian university system in transition: globalisation, European integration, and the role of EMI
		2. “Old” and “new” internationalisation at the University of Siena
		3. Analytic framework and motives for data selection
		4. The internationalisation–English nexus in policy documents
		5. Website analysis: representing the university and EMI degree courses to potential students
		6. Linguistic landscape analysis
		7. Structures of governance, intended addressees, and the explicitation of language policy
		Notes
		References
	4 Linguistic diversity in a traditionally monolingual university: A multi-analytical approach
		1. Background of the study
		2. Internationalising the Spanish HE sector
		3. Datasets and analytical frameworks
		4. Results
			4.1 Document analysis
			4.2 Analysis of EMI lectures
			4.3 Staff’s attitudes and perceptions
		5. Final considerations
		Acknowledgements
		Notes
		References
	5 The scope of linguistic diversity in the language policies, practices, and linguistic landscape...
		1. English-medium instruction in Turkish higher education
		2. Theoretical framework
			2.1 Language policy
			2.2 Linguistic landscape
		3. Methodology
			3.1 Document analysis
			3.2 Linguistic landscape analysis
			3.3 Interviews
		4. Results and discussion
			4.1 Website data
			4.2 Policy documents
				4.2.1 English language requirement
					Whose/which English
					Exemptions from entry requirements
				4.2.2 Language support
					The kind of English desired
			4.3 Linguistic landscape
				4.3.1 Diversity of languages and predominant ideology
			4.4 Interviews
				4.4.1 Policies and practices concerning lecturers
					Entry requirements for teaching staff and the kind of English required
					Views on entry requirements
				4.4.2 Expectations about language use and students’ English
					Orientations to bi/multilingual practices
					Non-normative expectations
				4.4.3 Students’ orientations to university’s policies and practices
					Views on entry requirements
					The kind of English taught in English for Academic Purposes (EAP) programmes and student views on language support
					Students’ expectations about lecturers’ language use
		5. Conclusions
		Notes
		References
PART II East and Southeast Asia
	6 Linguistic diversity on a Chinese university campus: Myths of language policy and means of practice
		1. Contextualising the research: English in China
			1.1 Brief introduction
			1.2 English language teaching in Chinese higher education
		2. Methodology
			2.1 Research context
			2.2 Participants
			2.3 Data collection and analysis
		3. Findings
			3.1 Analysis of university websites
			3.2 Syllabi analysis
				3.2.1 Language choice and stated language use
				3.2.2 Course materials
			3.3 Student interview findings
				3.3.1 Language prerequisites
				3.3.2 Language use in and after class
				3.3.3 Perceptions of EMI courses
					Teacher interview findings
			3.4 Linguistic landscape
		4. Discussion and implications
		5. Conclusion
		Acknowledgements
		Notes
		References
	7 Realities of EMI practices among multilingual students in a Japanese university
		1. Introduction
		2. An EMI programme (EMIP) at a university in Tokyo: opening up a possibility?
		3. The second contributing factor for linguistic diversity at policy level – the one-year study abroad programme
		4. Classroom interaction level or micro-level diversity
			4.1 Methods and data
				4.1.1 Data for the investigation of linguistic diversity at macro- or policy level
				4.1.2 Data for the investigation of linguistic diversity at micro- or classroom interaction level
		5. Findings and discussion
			5.1 Classroom interaction level diversity – teachers’ deployment of students’ diversity and sharedness
			5.2 Classroom interaction level diversity – students’ deployment of their linguistic diversity
			5.3 Opportunities for intercultural communication – towards full exploitation of diverse linguacultural backgrounds?
		6. Conclusions and implications
		Acknowledgements
		Notes
		References
	8 Going global: EMI policies and practices at a Malaysian public university
		1. Introduction
		2. University of Malaya: going global
			2.1 Policy on the medium of instruction
		3. Methodology
		4. Data analysis
			4.1 The use of Malay in addition to English
			4.2 Using and accepting a range of Englishes
			4.3 Accommodative behaviour in intercultural communication
			4.4 Meeting language expectations
		5. Discussion and conclusion
		Acknowledgements
		References
PART III The Anglophone world
	9 Linguistic diversity on an Australian university campus: An ethnographic case study
		1. Introduction
		2. Local and national backgrounds to the study
		3. Previous research on the context of the study
		4. Methodology
		5. Analytical framework
		6. Findings, discussions, and implications
			6.1 The AU is a “richly diverse and inclusive community” and diversity is valued as “among this University’s...
			6.2 Despite the overt linguistic diversity and cultural inclusion, a covert language hierarchy exists on the AU campuses
			6.3 The AU language policies need to be reinstated in alignment with Australia’s National Policy on Languages
			6.4 The changing AU linguistic landscape embodies a paradigm shift, which in turn has an impact on the mindscape...
			6.5 More systematic proposals and measures in relation to linguistic diversity on the AU campus need to be developed...
		7. Conclusion
		Acknowledgements
		References
	10 How much linguistic diversity on a UK university campus?
		1. Introduction: the university and our research focus
		2. Southampton methodology
		3. Southampton findings and discussion
			3.1 Documentary analysis
			3.2 Linguistic landscaping analysis
			3.3 Classroom observation analysis
			3.4 Interview analysis
				Exchange 1: Thai student
				Exchange 2: Hong Kong student
				Exchange 3: Iranian student
		4. Drawing our findings together
		References
Conclusion
	11 Where are we with linguistic diversity on international campuses?
		1. Why internationalise?
		2. The kind of English desired
		3. Tensions between English and local languages
		4. Further questions
		References
Index