2. The Position of Danish, English and Other Languages at Danish Universities in the Context of Danish Society

Haberland, Hartmut; Preisler, Bent

doi:10.21832/9781783092765-004

Cited by 8 publications

(6 citation statements)

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“…When do you stop being "international"? The paradox of internationalisation (Haberland & Preisler 2015) is that it can lead both to an increased diversity of perspectives and a narrowing Westernisation and Anglicisation of higher education at the same time (see also Adriansen 2020).…”

Section: Ambivalent Englishmentioning

confidence: 99%

Ambivalent English: What We Talk About When We Think We Talk About Language

Saarinen¹,

Ennser–Kananen²

2020

NJES

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The ambivalence of English manifests itself in the discourses that surround it. English may be a resource and consume resources; it empowers and oppresses. The dichotomous discussion around the usefulness or dangers of English as a "global" or "world" language erases problematizations of the layered societal implications of English in localised contexts. English needs to be analysed not (only) as a language but (also) as the ideologies and societal structures intertwined with it. We examine English in two higher education contexts. Our first case deals with the so-called Accent Reduction courses offered for international students in US universities. The second one analyses English as a language political catalyst in a nation state context. We conclude with a discussion of the nativist and nation-state-centred role of global English. We argue that to discuss English as a language oversimplifies the societal implications of the debate. When we think we talk about English, we are, in fact, talking about the various societal, political, economic, cultural and historical power dynamics that accompany it.

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Section: Ambivalent Englishmentioning

confidence: 99%

Ambivalent English: What We Talk About When We Think We Talk About Language

Saarinen¹,

Ennser–Kananen²

2020

NJES

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“…Such language policies may create particular difficulties for aspects of university administration, especially where English is not a working language of the university, but where it has been promoted for either the recruitment of international students or of English-speaking academic staff. In some cases, universities adopt a policy of employing bilingual staff who can communicate with students in a local language and English (as reported, for example, for Denmark by Haberland & Preisler, 2015), but this is not always the case.…”

Section: Language Planning In Universities -Responding To Internationmentioning

confidence: 99%

Language planning in universities: teaching, research and administration

Liddicoat

2016

Current Issues in Language Planning

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“…Cots et al reflect on stakeholders' perceptions of universities "as social institutions one of whose functions is to protect and promote the language and culture of its local environment" (2012: 8). Fear of domain loss has been especially acute in some Scandinavian countries and has prompted the development of the official policy "parallel language use" of English and the national language whenever possible in HE in countries such as Demark or Sweden (Haberland and Preisler 2015;Hultgren 2018;Saarinen and Rontu, 2018). But the fear of domain loss, and academic diglossia, remains significant (Coleman 2006).…”

Section: The Spread Of Emi In European Universities and Its Socioling...mentioning

confidence: 99%

“…A second phenomenon often attached to the spread of EMI is what authors have termed as the "paradox of internationalization" (Haberland and Preisler 2015), i.e. the strong connection between Englishization and homogenisation (Fabricius et al 2016).…”

Section: The Spread Of Emi In European Universities and Its Socioling...mentioning

confidence: 99%

The presentation of Catalan universities’ linguistic reality to a transnational audience

Elliott

Moreno

Gilabert

2018

European Journal of Language Policy

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This article seeks to explore critically the discourse strategies used by three Catalonian universities on their English-medium websites, directed at (prospective) transnational students, investigating how their higher education (HE) linguistic environments are portrayed. In recent decades, Catalan regained its status of lingua academica alongside Spanish; the use of Catalan in HE is regarded as vital for its long-term sustainability. In this context, efforts to attract transnational students jar with concerns raised about the hegemonic dominance of English as an academic lingua franca. After reviewing salient themes in the literature on the changing landscape of HE in Europe, we describe the linguistic and sociopolitical context of Catalonia in particular, and adopt Fairclough's three-stage discourse analysis framework to our text analysis. Texts are described and considered in terms of how they can be seen to either reproduce or challenge these emergent themes. Results show that the websites identify English as the world's undisputed academic lingua franca, and a linguistic gateway to international success. Simultaneously, the websites focus on the social and cultural significance of their local language to its foreign audience, trying to escape the risk of cultural and linguistic harmonisation that has been denounced in English as a Medium of Instruction (EMI) in other comparable contexts.

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2. The Position of Danish, English and Other Languages at Danish Universities in the Context of Danish Society

Cited by 8 publications

References 0 publications

Ambivalent English: What We Talk About When We Think We Talk About Language

Ambivalent English: What We Talk About When We Think We Talk About Language

Language planning in universities: teaching, research and administration

The presentation of Catalan universities’ linguistic reality to a transnational audience

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