Dynamics and management of linguistic diversity in companies and institutions of higher education
-
Georges Lüdi
Abstract
The DYLAN project provides a fresh look at multilingualism in businesses and institutions of higher education in terms of interrelationships between actual language practices, people’s representations about multilingualism, their declared choices, and the contexts in which they are confronted with linguistic diversity. DYLAN adopted a mixed methods approach, collecting and analysing different types of data such as official documents, interviews with agents at different hierarchical levels, job ads, web sites, the linguistic landscape, tape recordings of multilingual and monolingual interaction at the workplace and in teaching in educational institutions. Our analysis shows that the use of multilingual repertoires serves as a resource for the construction, transmission and use of knowledge, providing various kinds of access to information processing and helping actors retain and classify new information. A multilingual mode, encouraged by a policy of multilingualism and linked to an appropriate participatory framework, seems to be one of the conditions for taking full advantage of the multilingual asset.
Abstract
The DYLAN project provides a fresh look at multilingualism in businesses and institutions of higher education in terms of interrelationships between actual language practices, people’s representations about multilingualism, their declared choices, and the contexts in which they are confronted with linguistic diversity. DYLAN adopted a mixed methods approach, collecting and analysing different types of data such as official documents, interviews with agents at different hierarchical levels, job ads, web sites, the linguistic landscape, tape recordings of multilingual and monolingual interaction at the workplace and in teaching in educational institutions. Our analysis shows that the use of multilingual repertoires serves as a resource for the construction, transmission and use of knowledge, providing various kinds of access to information processing and helping actors retain and classify new information. A multilingual mode, encouraged by a policy of multilingualism and linked to an appropriate participatory framework, seems to be one of the conditions for taking full advantage of the multilingual asset.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part 1. Policies
- Plurilingualism and the challenges of education 15
- The Council of Europe’s Language Education Policy Profile 33
- Australian Language Policy and the design of a national curriculum for languages 55
- Acts of identity in the continuum from multilingual practices to language policy 75
- Minority language instruction in Berlin and Brandenburg 87
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Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education 113
- Discourse, representation and language practices 139
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance 161
- The effects of language transfer as a resource in instruction 181
-
Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals 199
- L1 and L2 proficiency in Hebrew English adolescent learners 219
- Developing a written lexicon in a multilingual environment 245
- Index 259
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part 1. Policies
- Plurilingualism and the challenges of education 15
- The Council of Europe’s Language Education Policy Profile 33
- Australian Language Policy and the design of a national curriculum for languages 55
- Acts of identity in the continuum from multilingual practices to language policy 75
- Minority language instruction in Berlin and Brandenburg 87
-
Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education 113
- Discourse, representation and language practices 139
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance 161
- The effects of language transfer as a resource in instruction 181
-
Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals 199
- L1 and L2 proficiency in Hebrew English adolescent learners 219
- Developing a written lexicon in a multilingual environment 245
- Index 259
