“English is the natural language of science”: discourses and ideologies concerning EMI in two Brazilian universities

References

Bettney Heidt, Esther. 2023. A critical examination of language ideologies and policies in an international school in Colombia. Teachers’ College Records 125(7/8). 276–299. https://doi.org/10.1177/01614681231194414.Search in Google Scholar

Braun, Virginia & Victoria Clarke. 2021. Thematic analysis. A practical guide. Thousand Oaks, CA: Sage Publications.Search in Google Scholar

British Council. 2023. The future of English: Global perspectives. London: British Council.Search in Google Scholar

Calvo, Luciana Cabrini Simões, Alessia Cogo, Michele Salles El Kadri & Telma Gimenez. 2022. “English gradually” and multilingual support in EMI: Insights from lecturers in two Brazilian universities. Journal of English as a Lingua Franca 11(2). 147–170. https://doi.org/10.1515/jelf-2022-2081.Search in Google Scholar

Canagarajah, Suresh. 2013. Translingual practice – Global Englishes and cosmopolitan relations. London: Routledge.10.4324/9780203073889Search in Google Scholar

Catala, Amandine. 2022. Academic migration, linguistic justice, and epistemic injustice. The Journal of Political Philosophy 30(3). 324–346. https://doi.org/10.1111/jopp.12259.Search in Google Scholar

Cavalcanti, Marilda do Couto & Terezinha de Jesus Machado Maher. 2018. Multilingual Brazil language resources, identities and ideologies in a globalized world. London: Routledge.10.4324/9781315623870Search in Google Scholar

Chalmers, Hamish. 2019. The role of the first language in English medium instruction. Position paper. Oxford: Oxford University Press. https://elt.oup.com/feature/global/expert/emi?cc=us&selLanguage=en (accessed 26 June 2024).Search in Google Scholar

Cogo, Alessia. 2012. ELF and super-diversity: A case study of ELF multilingual practices from a business context. Journal of English as a Lingua Franca 1(2). 287–313. https://doi.org/10.1515/jelf-2012-0020.Search in Google Scholar

Cogo, Alessia. 2018. ELF and multilingualism. In Jennifer Jenkins, Will Baker & Martin Dewey (eds.), The Routledge handbook of English as a lingua franca, 357–368. London: Routledge.10.4324/9781315717173-30Search in Google Scholar

Dafouz, Emma, Julia Hüttner & Ute Smit. 2016. University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings. In Tarja Nikula, Emma Dafouz, Pat Moore & Ute Smit (eds.), Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters.10.21832/9781783096145-009Search in Google Scholar

Deignan, Tim & Tom Morton. 2022. The challenges of English medium instruction for subject lecturers: A shared viewpoint. ELT Journal 76(2). 208–217. https://doi.org/10.1093/elt/ccab084.Search in Google Scholar

Galloway, Nicola (ed.). 2020. English in higher education – English medium. Part 1: Literature review. London: British Council.Search in Google Scholar

Gimenez, Telma, Luciana Cabrini Simões Calvo, Michele Salles El Kadri, Marilice Marson & Atef El Kadri. 2021. Por uma agenda de pesquisa sobre inglês como meio de instrução no contexto de ensino superior brasileiro [Towards an EMI research agenda in the context of Brazilian Higher Education]. Trabalhos em Linguística Aplicada 60(2). 518–534. https://doi.org/10.1590/0103181310176511520210602.Search in Google Scholar

Gimenez, Telma & Marilice Marson. 2022. Formação docente em contextos de EMI: uma visão parcial do Brasil [Teacher education in EMI contexts: a partial view from Brazil]. Ilha do Desterro 25(1). 155–172.Search in Google Scholar

Graddol, David. 2006. English next. London: British Council.Search in Google Scholar

Jenkins, Jennifer. 2007. English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.Search in Google Scholar

Jenkins, Jennifer. 2015. Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice 2(3). 49–85. https://doi.org/10.1515/eip-2015-0003.Search in Google Scholar

Jenkins, Jennifer & Anna Mauranen (eds.). 2019. Linguistic diversity on the EMI campus. New York: Routledge.10.4324/9780429020865Search in Google Scholar

Kroskrity, Paul. 2010. Language ideologies – Evolving perspectives (Handbook of Pragmatics Highlights 7). Amsterdam & Philadelphia: John Benjamins.10.1075/hoph.7.13kroSearch in Google Scholar

Kuteeva, Maria. 2023. Tension-filled English at the multilingual university: A Bakhtinian perspective. Bristol: Multilingual Matters.10.21832/9781800416727Search in Google Scholar

Lasagabaster, David. 2013. The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning 6(2). https://doi.org/10.5294/3148.Search in Google Scholar

Lasagabaster, David & Aintzane Doiz (eds.). 2021. Language use in English-medium instruction at university: International perspectives on teacher practice. New York: Routledge.10.4324/9781003134534Search in Google Scholar

LiWei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30. https://doi.org/10.1093/applin/amx039.Search in Google Scholar

LiWei. 2022. Translanguaging as a political stance: Implications for English language education. ELT Journal 76(2). 172–182. https://doi.org/10.1093/elt/ccab083.Search in Google Scholar

Liberali, Fernanda Coelho & Antonieta Megale. 2016. Elite bilingual education in Brazil: An applied linguist’s perspective. Colombian Applied Linguistics Journal 18(2). 95–108. https://doi.org/10.14483/calj.v18n2.10022.Search in Google Scholar

Massini-Cagliari, Gladis. 2004. Language policy in Brazil: Monolingualism and linguistic prejudice. Language Policy 3. 3–23. https://doi.org/10.1023/B:LPOL.0000017723.72533.fd.10.1023/B:LPOL.0000017723.72533.fdSearch in Google Scholar

Navarro, Federico, Theresa Lillis, Tiane Donahue, Mary Jane Curry, Natalia Ávila Reyes, Magnus Gustafsson, Virginia Zavala, Daniela Lauría, Annabelle Lukin, Carolyn McKinney, Haiying Feng & Désirée Motta-Roth. 2022. Rethinking English as a lingua franca in scientific-academic contexts. A position statement. Journal of English for Research Publication Purposes 3(1). 143–153. https://doi.org/10.1075/jerpp.21012.nav.Search in Google Scholar

Oliveira, Gilvan Müller. 2002. Brasileiro fala português: monolingüismo e preconceito lingüístico [Brazilians speak Portuguese: Monolingualism and linguistic prejudice]. In Fábio Lopes da Silva & Heronides M. de Melo Moura (eds.), O direito à fala – a questão do preconceito lingüístico [The right of speaking – The question of linguistic prejudice], 2nd revised edn., 83–92. Florianópolis: Insular.Search in Google Scholar

Piller, Ingrid. 2016. Linguistic diversity and social justice. Oxford: Oxford University Press.10.1093/acprof:oso/9780199937240.001.0001Search in Google Scholar

Shohamy, Elana. 2001. Democratic assessment as an alternative. Language Testing 18(4). 373–391. https://doi.org/10.1177/026553220101800404.Search in Google Scholar

Shohamy, Elana & Alastair Pennycook. 2019. Extending fairness and justice in language tests. In Carsten Roever & Gillian Wigglesworth (eds.), Social perspectives on language testing: Papers in honour of Tim McNamara (Language Testing and Evaluation 41), 29–41. Berlin & Bern: Peter Lang.Search in Google Scholar

Silverstein, Michael. 1979. Language structure and linguistic ideology. In Paul R. Clyne, William F. Hanks & Carol L. Hofbauer (eds.), The elements: A parasession on linguistic units and levels, 193–247. Chicago: Chicago Linguistic Society.Search in Google Scholar

Spolsky, Bernard. 2009. Language management. Cambridge: Cambridge University Press.Search in Google Scholar

Spolsky, Bernard & Elana Shohamy. 2000. Language practice, language ideology, and language policy. In Richard D. Lambert & Elana Shohamy (eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton, 1–42. Amsterdam & Philadelphia: John Benjamins.10.1075/z.96.02spoSearch in Google Scholar

Valdés, Guadalupe. 2023. Social justice challenges of “teaching” languages. Dedalus 152(3). 52–68. https://doi.org/10.1162/daed_a_02017.Search in Google Scholar

Zheng, Yongyan & Yixi Qiu. 2023. Epistemic (in)justice in English medium instruction: Transnational teachers’ and students’ negotiation of knowledge participation through translanguaging. Language and Education 38(1). 97–117. https://doi.org/10.1080/09500782.2023.2248968.Search in Google Scholar