Language Alternation, Language Choice and Language Encounter in International Tertiary Education

258 Pages·2013·2.153 MB·

by  Spencer Hazel, Janus Mortensen (auth.), Hartmut Haberland, Dorte Lønsmann, Bent Preisler (eds.)

Multilingual Education
Hartmut Haberland
Dorte Lønsmann
Bent Preisler Editors
Language
Alternation,
Language Choice
and Language
Encounter in
International
Tertiary Education
Language Alternation, Language Choice
and Language Encounter in International
Tertiary Education
MULTILINGUALEDUCATION
VOLUME5
SeriesEditors:
AndyKirkpatrick
LanguagesandLinguistics,GriffithUniversity,Australia
BobAdamson
Head, Department of International Education & Lifelong Learning, Hong Kong
InstituteofEducation
EditorialBoard:
JanBlommaert,UniversityofTilburg,TheNetherlands
FengAnwei,UniversityofWalesatBangor,UK
OfeliaGarcia,TheGraduateCentre,CityUniversityofNewYork,USA
SaranKaurGill,UniversitiKebangsaanMalaysia
GuYueguo,TheChineseAcademyofSocialSciences
HartmutHaberland,RoskildeUniversity,Denmark
LiChorShingDavid,TheHongKongInstituteofEducation
LiWei,BirkbeckCollege,UniversityofLondon,UK
LowEe-Ling,NationalInstituteofEducation,Singapore
TonyLiddicoat,UniversityofSouthAustralia
RicardoNolasco,UniversityofthePhillipinesatDiliman,Manila,ThePhilippines
Merrill Swain, Ontario Institute of Studies in Education, University of Toronto,
Canada
VirginiaYipChoyYin,ChineseUniversityofHongKong
Forfurthervolumes:
http://www.springer.com/series/8836
Hartmut Haberland • Dorte Lønsmann
Bent Preisler
Editors
Language Alternation,
Language Choice
and Language Encounter
in International Tertiary
Education
123
Editors
HartmutHaberland DorteLønsmann
DepartmentofCultureandIdentity DepartmentofInternationalBusiness
RoskildeUniversity Communication
Roskilde,Denmark CopenhagenBusinessSchool
Frederiksberg,Denmark
BentPreisler
DepartmentofCultureandIdentity
RoskildeUniversity
Roskilde,Denmark
ISSN2213-3208 ISSN2213-3216(electronic)
ISBN978-94-007-6475-0 ISBN978-94-007-6476-7(eBook)
DOI10.1007/978-94-007-6476-7
SpringerDordrechtHeidelbergNewYorkLondon
LibraryofCongressControlNumber:2013940173
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Contents
PartI The Local Language as a Resource in Social,
AdministrativeandLearningInteractions
Kitchen Talk – Exploring Linguistic Practices in Liminal
InstitutionalInteractionsinaMultilingualUniversitySetting ............. 3
SpencerHazelandJanusMortensen
JapaneseandEnglishasLinguaFrancas:LanguageChoices
forInternationalStudentsinContemporaryJapan.......................... 31
KeikoIkedaandDonBysouth
Plurilingual Resources in Lingua Franca Talk: An
InteractionistPerspective ....................................................... 53
EmileeMoore,Eula`liaBorra`s,andLuciNussbaum
Language Choice and Linguistic Variation in Classes
NominallyTaughtinEnglish.................................................... 85
HeddaSo¨derlundh
ActiveBiliteracy?StudentsTakingDecisionsAboutUsing
LanguagesforAcademicPurposes............................................. 103
ChristavanderWalt
PartII Using English as a Lingua Franca in Teaching
aForeignLanguage
EnglishasaLinguaFranca:ACaseofJapaneseCourses
inAustralia........................................................................ 125
Duck-YoungLeeandNaomiOgi
“Teacher! Why Do You Speak English?” A Discussion
ofTeacherUseofEnglishinaDanishLanguageClass...................... 143
MadsJakobKirkebæk
v
vi Contents
TheUseofEnglishasaLinguaFrancainTeachingChineseas
aForeignLanguage:ACaseStudyofNativeChineseTeachersinBeijing 161
DanpingWang
PartIII Parallel Language Use: English and the Local
Language
StylisticandPedagogicalConsequencesofUniversityTeaching
inEnglishinEurope............................................................. 181
JacobThøgersen
PartIV Language Policies and Language Ideologies
inInternationalEducation
Expanding Language Borders in a Bilingual Institution
AimingatTrilingualism......................................................... 203
EnricLlurda,JosepM.Cots,andLurdesArmengol
Language Practices and Transformation of Language
Ideologies: Mainland Chinese Students in a Multilingual
UniversityinHongKong........................................................ 223
MichelleM.Y.Gu
NameIndex....................................................................... 237
Notes on Contributors
Lurdes Armengol is an ESP teacher at the Universitat de Lleida, in Catalonia,
Spain. Her research interests are the writing process, foreign language teaching
and learning, multilingualism, interculturality, and internationalisation processes
withinEuropeanuniversities.Shehaspublishedsomearticlesonthewritingprocess
and co-authored the volume La conciencia lingu¨´ıstica en laensen˜anza de lenguas
(2007).
Eula`liaBorra`sisalecturerattheUniversitatPolite`cnicadeCatalunya.Sheholds
a master’s in translation from Rutgers University, The State University of New
Jersey.SheiscurrentlyfinishingherdoctoralstudiesattheDepartmentdeDida`ctica
de la Llengua, la Literatura i de les Cie`ncies Socials (Department of Language,
LiteratureandSocialSciencesTeachingMethodology)attheUniversitatAuto`noma
de Barcelona. She is a member of the GREIP research group (Research Group on
Plurilingual Interaction and Teaching, http://greip.uab.cat). Her thesis and recent
publications explore multilingualism at a public Catalan university and analyse
relationships between current practices, policies and representations, with a focus
onclassrooms.
Don Bysouth is an associate professor of sociology at Osaka University, and
his main teaching responsibilities are with the human sciences degree Global
Citizenship major. He is trained as a social psychologist and holds a Ph.D. in
psychology from Murdoch University, Australia. His research explicitly bridges
the divide between social psychology and sociology by examining human social
interactioninarangeofsettings.Thecentralthemeofthisresearchishowarange
ofpsychologicalphenomena(i.e.‘cognition’and‘affect’)canbereconceptualised
bywayofexamininghumansocialinteraction.
JosepM.CotsisaprofessorofEnglishandappliedlinguisticsattheUniversityof
Lleida. He has carried out most of his research in the field of applied linguistics,
focusing on applied discourse analysis, foreign language teaching and learning,
multilingualism, and intercultural competence. He has co-authored the volumes
Competencia comunicativa (1995),La conciencia lingu¨´ıstica en la ensen˜anza de
vii
viii NotesonContributors
lenguas (2007), Plurilingu¨ismo e interculturalidad en la escuela (2010), and
co-edited Pensar lo dicho (2002). He is also the author or co-author of more
than 50 articles published in edited volumes or specialised journals like ELT
Journal,LanguageAwareness,InternationalJournaloftheSociologyofLanguage,
Acquisition et Interaction en Langue E´trange`re, Cuadernos de Pedagog´ıa and
EstudiosdeSociolingu¨´ıstica.
Michelle M.Y. Gu is an assistant professor in the Department of Curriculum
and Instruction at the Faculty of Education at the Chinese University of Hong
Kong. Her research interests include language and identity, discourse theory and
analysis,secondlanguagelearningmotivation,communitiesofpracticeinlanguage
education,andteachereducation.ShehaspublishedinjournalssuchasJournalof
Pragmatics,InternationalJournalofMultilingualandMulticulturalDevelopment,
LanguageandEducation,ComputerAssistedLanguageLearning,System,Critical
Inquiry in Language Studies, Journal of Education for Teaching, Asia Pacific
JournalofCommunication,andTeacherEducationQuarterly.
Hartmut Haberland is Professor of German Language and the Sociolinguistics
of Globalization at Roskilde University, Denmark, and the leader of the research
group An Ethnography of Language Encounters: Language and Interaction in
the Globalized Corporation (LINGCORP). He founded the Journal of Pragmatics
with Jacob Mey in 1977 and is presently coeditor of Pragmatics and Society and
Acta Linguistica Hafniensia. His current research interest is in the pragmatics and
sociolinguisticsofmultilingualism.
SpencerHazelisanAssistantProfessoratRoskildeUniversity,andaPost-doctoral
Fellow in the LINGCORP project (An ethnography of linguistic encounters:
Language and interaction in the globalized corporation). He conducted his Ph.D.
research at the Research Center for Cultural and Linguistic Practices in the
International University (CALPIU), where he investigated encounters in admin-
istrative and counselling settings. His current research concerns the interactional
resourcesofwhichpeopleavailthemselvesinmultilingualworkplacesettings.He
adopts aninteraction analytic approach todoso,drawing onethnomethodological
conversationanalysisandmicroethnography.
Keiko Ikeda is an associate professor at the Division of International Affairs,
KansaiUniversity,Osaka,Japan.SheholdsaPh.D.inJapaneselinguisticsfromthe
UniversityofHawaiiatManoa,USA.Herresearchprojectsfocusonethnomethod-
ologicallyinformedstudiesofsocialinteractionswhichtakeplaceinsituationssuch
asparliamentsessions,newsinterviewsandthelanguageclassroom.
Mads Jakob Kirkebæk has a Ph.D. in Chinese and a master’s degree in foreign
language education. He holds a position as assistant professor at the Department
of Learning and Philosophy, Aalborg University, Denmark. His research interests
include the history of Danish–Chinese contact, intercultural communication and
teaching and learning Chinese as a foreign language. His current research focuses
onthedevelopmentofteachingmethodsforteachersteachingChineseasaforeign
NotesonContributors ix
language in a Danish context. Key publications include ‘At skrive kinesisk: Mere
end blot et penselstrøg?’ [Writing Chinese: more than just a stroke of the brush?]
(Sprogforum: Tidsskrift for sprog- og kulturpædagogik, 2008) and ‘Læg ikke
tegnene pa˚ hylden. Put dem i tasken! Om brug af tasks i undervisning i kinesiske
skrifttegn’[Don’tgiveuponChinesecharacters.Putthemintotasks!Ontheuseof
tasksinteachingChinesecharacters](KULT,2011).WithXiangYunDu,heedited
‘Exploring task-based project based learning in Chinese teaching and learning’,
Newcastle2012.
Duck-Young Lee is a reader in Japanese at the Australian National University.
His research interests include spoken discourse, the interface between grammar
and pragmatics, and language teaching. His recent publications focus on special
features of spoken conversation, such as the sentence final particles ne and yo
(JournalofPragmatics,2007)andpersonalpronounsinJapanesespokendiscourse
(Journal of Pragmatics, 2008), the interface between cognition and interaction
(JournalofInternationalStudies,2011),theteachingofJapaneseintheAustralian
context, such as ‘Nihongo ga Ippai’ [Japanese Ippai] (Hituzi Shobo, 2010), and
Japanese education in the multicultural–multilingual society of Australia (Journal
ofYokohamaNationalUniversity,2010).
Enric Llurda teaches Englishand applied linguisticsattheUniversitatde Lleida,
in Catalonia, Spain. His research interests are English as an international lan-
guage, non-native language teachers, multilingualism, attitudes to languages and
languagepolicyrelatedtotheinternationalisationofEuropeanuniversities.Hehas
published several journal articles and book chapters in those areas and edited a
widelyreferencedvolumeonnon-nativeteachers:Non-nativeLanguageTeachers.
Perceptions, Challenges and Contributions to the Profession (2005). He has co-
authored two books: La conciencia lingu¨´ıstica en la ensen˜anza de lenguas (2007)
andPlurilingu¨ismoeinterculturalidadenlaescuela(2010).
DorteLønsmannisanAssistantProfessoratCopenhagen BusinessSchoolanda
memberoftheLINGCORPresearchgroup.HerresearchinterestsincludeEnglish
asagloballanguage,languageideologiesandlanguagechoice.ShewroteherPh.D.
thesis on the use of English as a corporate language in Danish companies and has
also published on language and identity in the computer gaming subculture. She
currentlyinvestigateslanguageideologiesandsocialcategorisationinmultilingual
workplaces.
Emilee Moore is a lecturer in the Department de Dida`ctica de la Llengua, la
LiteraturaidelesCie`nciesSocials(DepartmentofLanguage,LiteratureandSocial
Sciences Teaching Methodology) at the Universitat Auto`noma de Barcelona. She
is also the director of the Servei d’Idiomes (Languages Service) at the Universitat
InternationaldeCatalunya.SheisamemberoftheGREIPresearchgroup(Research
Group on Plurilingual Interaction and Teaching, http://greip.uab.cat). Her recent
Ph.D. thesis and publications focus on plurilingual interaction in higher education
anditsrelationshiptotheaccomplishmentofdiversesituatedgoals,withaparticular
focusonlearning.