A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings
-
Emma Dafouz
Abstract
Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, when looked at in detail, the homogenising function of English turns out to be more complex and multifaceted than initially expected (Smit & Dafouz 2012). Within this context, the chapter draws on a recently developed conceptual framework for describing English-medium education in multilingual university settings (or EMEMUS), known by the acronym ROAD-MAPPING (Dafouz & Smit 2016) and focuses specifically on one of the six core dimensions, namely Roles of English (in relation to other languages). With the help of illustrative discursive examples from two different HEIs, we contend that well-established notions (such as EFL, EAP, ESP and ELF) while useful for initial categorizations of English language usage, are, firstly, complex in themselves and, secondly, adopt predominantly linguistic perspectives, potentially sidelining other relevant societal, institutional, pedagogical and communicational factors.
Abstract
Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, when looked at in detail, the homogenising function of English turns out to be more complex and multifaceted than initially expected (Smit & Dafouz 2012). Within this context, the chapter draws on a recently developed conceptual framework for describing English-medium education in multilingual university settings (or EMEMUS), known by the acronym ROAD-MAPPING (Dafouz & Smit 2016) and focuses specifically on one of the six core dimensions, namely Roles of English (in relation to other languages). With the help of illustrative discursive examples from two different HEIs, we contend that well-established notions (such as EFL, EAP, ESP and ELF) while useful for initial categorizations of English language usage, are, firstly, complex in themselves and, secondly, adopt predominantly linguistic perspectives, potentially sidelining other relevant societal, institutional, pedagogical and communicational factors.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
-
Introduction
- Content and Language Integrated Learning (CLIL) 1
-
Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
-
Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
-
Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
-
Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
-
Introduction
- Content and Language Integrated Learning (CLIL) 1
-
Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
-
Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
-
Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
-
Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
