In a world where higher education is increasingly internationalised, questions of language use and multilingualism are central to the ways in which universities function in teaching, research and administration. Contemporary universities find themselves in complex linguistic environments that may include national level language policies, local linguistic diversity, an internationalised student body, increasing international collaboration in research, and increased demand for the use and learning of international languages, especially English.
The book presents a critical analysis of how universities are responding these complexities in different contexts around the world. The contributions show that language issues in universities are complex and often contested as universities try to negotiate the national and the international in their work. In some contexts, universities’ language policies and the ways in which they are implemented may have a negative impact on their ways of working. In other contexts, however, universities have embraced multilingualism in ways that have opened up new academic possibilities for staff and students. Collectively, the chapters show that universities’ language policy and planning are a work in progress and that much further work is needed for universities to achieve their language goals. This book was originally published as a special issue of Current Issues in Language Planning.
Introduction – Language policy and planning in universities: teaching, research and administration 1. Language policy, planning, and enactment: the necessity and empowering potential at the local level2. English-medium instruction in Japanese universities: policy implementation and constraints3. Language policies in Puerto Rican higher education: conflicting assumptions of bilingualism4. Language policy and planning: challenges for Latin American universities5. Language planning at a cross-border university in Swaziland: the case of teaching and learning, research and institutional administration6. Examining the English language policy for ethnic minority students in a Chinese university: a language ideology and language regime perspective7. Towards reconciliation through language planning for Indigenous languages in Canadian universities8. Carving out institutional space for multilingualism in the world’s most multilingual region: the role of Linguistics at the University of the South Pacific9. Academic literacy as language policy in community college developmental writing10. Fractionating English language proficiency: policy and practice in Australian higher education11. Language, identity, and citizenship in a U.S. University: immigrant English learners’ identity (re) positioning12. Conflicting views on language policy and planning at a Colombian university13. Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective14. University administrators as forced language policy agents. An institutional ethnography of parallel language strategy and practices at the University of Copenhagen