Tension-Filled English at the Multilingual University

Maria Kuteeva

Description

Explores tensions surrounding English in multilingual university settings

This book begins with the idea that English in the multilingual university is filled with and surrounded by tensions, from the renegotiation and bending of language norms to the emotional strain of the increasing use of English. It explores how these tensions are experienced by those who find themselves in multilingual university settings outside the anglophone world and use English in their research or education. The author examines the use of English in multiple domains in Swedish universities, progressing from macro perspectives on language policies to in-depth qualitative studies of individuals. The book presents both a synthesis of recent scholarship on the use of language in multilingual universities and the author’s own empirical findings, which are situated in a theoretical framework based on the work of Mikhail Bakhtin. The book offers the reader a novel way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices.

Acknowledgements

Transcription Conventions

Chapter 1.Tension-Filled English at the Multilingual University: Introduction

Part 1: Multi-Faceted English in Multilingual University Settings  

Chapter 2. Exploring Conceptualisations of English: Standard, Lingua Franca and Translingual Practice 

Chapter 3.‘More parallel’? English in University Language Policies and Wider Discourses 

Part 2: Research Dialogue through ‘Unitary’ Englishes 

Chapter 4. Language in Academic Disciplines: The Object of Study and its ‘Voice’ 

Chapter 5. Towards New ‘Unitary Language’: Language Requirements and Multilingual Researchers’ Perspectives 

Part 3: Language Perceptions and Repertoires: Between Unitary and Heteroglossic Englishes

Chapter 6. Shifting Norms: Students’ Perceptions of English as Standard, Lingua Franca and Translingual Practice

Chapter 7. Tensions Between Present and Desired Repertoires: Translingual Writers’ Lived Experience of English and Polyglossic Selves

Chapter 8. Conclusion: Ways Forward for the Study of Tension-Filled English

References

Index

Sujets

• Disciplines
• Language Arts
• EDUCATION
• Idioma inglés
• Mijaíl Bajtín
• Linguistics
• Teacher education
• Multilingualism
• Mikhail Bakhtin
• Professional
• Postgraduate education
• General officer
• Sociolinguistics
• English
• General
• Lingua Franca
• Research
• Postgraduate
• Anglais

Informations

• Publié par: Channel View Publications
• Date de parution: 01 mars 2023
• Nombre de lectures: 0
• EAN13: 9781800416734
• Langue: English

Extrait

Tension-Filled English at the Multilingual University
MULTILINGUAL MATTERS
Series Editors : Leigh Oakes, Queen Mary, University of London, UK and Jeroen Darquennes, Université de Namur, Belgium .
The Multilingual Matters series publishes books on bilingualism, bilingual education, immersion education, second language learning, language policy and multiculturalism. The editor is particularly interested in ‘macro’-level studies of language policies, language maintenance, language shift, language revival and language planning. Books in the series discuss the relationship between language in a broad sense and larger cultural issues, particularly identity-related ones.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
MULTILINGUAL MATTERS: 175
Tension-Filled English at the Multilingual University
A Bakhtinian Perspective
Maria Kuteeva
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/KUTEEV6710
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Kuteeva, Maria, 1972- author.
Title: Tension-Filled English at the Multilingual University: A Bakhtinian Perspective/Maria Kuteeva.
Description: Bristol; Jackson: Multilingual Matters, [2023] | Series: Multilingual Matters: Volume 175 | Includes bibliographical references and index. | Summary: “This book explores the idea that English in the multilingual university is filled with and surrounded by tensions and employs this fact to examine the use of English in Swedish universities. It offers a fresh way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices”—Provided by publisher.
Identifiers: LCCN 2022050344 (print) | LCCN 2022050345 (ebook) | ISBN 9781800416710 (hardback) | ISBN 9781800416727 (pdf) | ISBN 9781800416734 (epub)
Subjects: LCSH: Multilingual education—Sweden. | Universities and colleges—Sweden—Aims and objectives. | English language—Study and teaching—Foreign speakers—Sweden.
Classification: LCC LC3738.S8 K88 2023 (print) | LCC LC3738.S8 (ebook) | DDC 378.017/509485—dc23/eng/20221220
LC record available at https://lccn.loc.gov/2022050344
LC ebook record available at https://lccn.loc.gov/2022050345
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-671-0 (hbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Maria Kuteeva.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Deanta Global Publishing Services, Chennai, India.
To my family
Contents
Acknowledgements
Transcription Conventions
1 Tension-Filled English at the Multilingual University: Introduction
1.1 Why English Again?
1.2 A Bakhtinian Perspective
1.3 Tension-Filled Language Uses in Multilingual Universities
1.4 Research Context: Sweden
1.5 Methodological and Terminological Considerations
1.6 The Value of a Bakhtinian Perspective
1.7 Outline of the Chapters
Part 1: Multi-Faceted English in Multilingual University Settings
2 Exploring Conceptualisations of English: Standard, Lingua Franca and Translingual Practice
2.1 Introduction: Which and Whose English?
2.2 Conceptualisations of English
2.3 Tensions in the Three Conceptualisations of English: A Bakhtinian Perspective
3 ‘More parallel?’: English in University Language Policies and Wider Discourses
3.1 Introduction: Parallel Language Use
3.2 English in University Language Policies: A Swedish Case
3.3 Language (In)visibility in University Language Policies
3.4 Policies as Part of Wider Societal Discourses
3.5 English versus Swedish: University Stakeholders’ Views
3.6 ‘One-Sided?’: English vis-à-vis Other Languages at University
3.7 Policies and Discourses: Connecting the Dots
Part 2: Research Dialogue through ‘Unitary’ Englishes
4 Language in Academic Disciplines: The Object of Study and its ‘Voice’
4.1 Introduction: Language in the Disciplines
4.2 ‘Hard’, ‘Soft’, ‘Pure’, ‘Applied’: Disciplines and their Practices
4.3 ‘Hierarchical’, ‘Horizontal’, ‘Singulars’ and ‘Regions’: Disciplines and their Knowledge Structures
4.4 ‘Monologic’ and ‘Dialogic’: Revisiting Bakhtin on Academic Disciplines
4.5 Research on English in Academic Disciplines: Engaging With the Bakhtinian Legacy
4.6 Monolingualism versus Multilingualism in Research-Based Writing: The Object of Study and its Voice(lessness)
5 Towards New ‘Unitary Language’: Language Requirements and Multilingual Researchers’ Perspectives
5.1 Introduction: Writing for Publication in English as L1 and LX
5.2 Linguistic (In)justice: Myth or Reality?
5.3 Towards a Common ‘Unitary’ Language: Whose Standards Count?
5.4 Clarity and Understandability in ‘Good’ English: History and Computer Science
5.5 Towards New ‘Unitary’ English(es)
Part 3: Language Perceptions and Repertoires: Between Unitary and Heteroglossic Englishes
6 Shifting Norms: Students’ Perceptions of English as Standard, Lingua Franca and Translingual Practice
6.1 Introduction: The Lure of English-Medium Education
6.2 EMI and EMEMUS
6.3 Students’ Perceptions of English as Standard, Lingua Franca and Translingual Practice
6.4 Tension-Filled English in English-Medium Education
7 Tensions Between Present and Desired Repertoires: Translingual Writers’ Lived Experience of English and Polyglossic Selves
7.1 Introduction: Meet Two Translingual Authors
7.2 Linguistic Repertoires and Bilingual Selves
7.3 Background and Study
7.4 Linguistic Biographies
7.5 Lived Experience of Language
7.6 Translingual Writers’ Conceptualisations of Language
7.7 Emma and Becky: Tensions Between Present and Desired Repertoires
8 Conclusion: Ways Forward for the Study of Tension-Filled English
8.1 Heteroglossia and Unitary Language in English: A Bakhtinian Perspective
8.2 Tensions around L1 and LX Englishes
8.3 What’s Next for Tension-Filled English
References
Index
Acknowledgements
There are so many people I’d like to thank for making this book project possible that it is difficult to decide where to start. First of all, a big thank you to all the study participants who have given their time and provided valuable material for the analyses in this book, and to my colleagues and research collaborators who have worked with me at different stages of the research process and helped me shape my ideas in a spirit of collegial dialogue. Special thanks are due to co-authors Kingsley Bolton, Lisa McGrath and Niina Hynninen, whose findings inspired me to engage in further analyses in this book by adopting a Bakhtinian perspective.
I would also like to thank all those who have read my book proposal and different sections of this manuscript during the writing process and made insightful and helpful suggestions: Anna Mauranen, Aneta Pavlenko, Caroline Kerfoot, Kathrin Kaufhold and the PhD students taking my course ‘Dynamics of Multilingualism’ at Stockholm University between 2019 and 2021. The three anonymous reviewers have done a brilliant job scrutinising the manuscript as a whole and providing very detailed comments on its various sections – I really could not have had better readers at this final stage and cannot thank you enough! Any limitations remain entirely my own.
I am grateful to the editorial team of Multilingual Matters who put their faith in my project and provided continuous support and helpful feedback along the way. My special thanks go to Editorial Director Anna Roderick and the series editors John Edwards, Leigh Oakes and Jeroen Darquennes.
Two research sabbaticals have enabled me to get started and complete the first version of the manuscript. I would like to acknowledge the funding awarded under the Stockholm University Sabbatical 2018 scheme, which freed me from my teaching duties and financed my research stay at the University of Helsinki, hosted by the Department of Languages. In autumn 2021, I was honoured to join the Helsinki Collegium for Advanced Studies as an Erik Allardt Fellow funded by the Kone Foundation. The vibrant research environment and collegial discussions at the HCAS gave me the inspiration and that last push I needed to turn my fragmented draft into a somewhat coherent whole. I would like to thank all HCAS staff and fellows for this wonderful opportunity to share and discuss my work, and the research intern Anita Mezza for her meticulous work with my reference list.
My family and my multilingual children Dário, Daniel and Linnea are a constant source of inspiration and support – thank you for always being there!
Transcription Conventions
The transcription has been simplified and some punctuation has been added to aid comprehension.
  -   break off
(( ))  extra-linguistic content
[ ]   context explanation
[..]  faint
…  omitted text from quote
</>  interruption or speech overlap
1 Tension-Filled Eng