Language and Learning in the International University: From by Bent Preisler, Ida Klitgard, Anne Fabricius

By Bent Preisler, Ida Klitgard, Anne Fabricius

In line with a chain of reports from universities worldwide, this publication means that internationalization doesn't equate with across-the-board use of English, and as a substitute represents a brand new cultural and linguistic hybridity with the capability to advance new identities unfettered by way of conventional ‘us-and-them’ binary considering, and which may bring about new communicative practices.

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Additional resources for Language and Learning in the International University: From English Uniformity to Diversity and Hybridity (Languages for Intercultural Communication and Education)

Example text

This could result from the greater typological distance between English and Romance languages than between English and (other) Germanic languages as well as the difference in exposure to English at school and from the media. If the different self-ratings among students 36 Part 1: English as a Lingua Franca for HE with Romance vs. Germanic language backgrounds turn out to be an accurate reflection of actual differences in proficiency, it might prove worthwhile to examine whether students with a Romance background experience more academic difficulties than students with a Germanic language background.

Relationship between Teaching Language and Student Learning 13 Discuss language differences The most surprising finding of my study was that students thought that there were no differences in their learning when they were taught English – even though they later pointed out a number of important differences. This suggests that students are often unaware of the changes that occur when they are taught in English. I therefore believe it is important to discuss these language differences. Students will have a better chance of coping with courses in English if they understand that (a) problems can occur in second language lectures, and (b) there are strategies that other students have used to counter these problems.

Stronger confirmation of this is provided by the responses to statements in Group G, where the teachers were asked to imagine a scenario in which they had given the same lecture in their mother tongue. All items except for one (q40, which has not been included in the analysis) had formulations to the effect that the teacher was just as successful in English. 2. Most of the teachers indicated agreement that they were not only as spontaneous in English as they would have been in their L1, but also that they were as successful pedagogically, or in finding appropriate examples, in involving the students and in keeping their interest.

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