European Journal of Language Policy最新文献

{"title":"Mapping the online language ecology of multilingual COVID-19 public health information in Australia","authors":"Danielle H. Heinrichs, Michael M. Kretzer, Emily Davis","doi":"10.3828/ejlp.2022.9","DOIUrl":"https://doi.org/10.3828/ejlp.2022.9","url":null,"abstract":"Abstract:COVID-19 and recent vaccination roll-out campaigns reveal the globally significant relevance and impact of language policies. Often only very few, dominant official or national languages are utilised for health crisis communication despite existing work and research showing the need for inclusive health communication beyond such policies. Therefore, in response to the ongoing concern for effective multilingual communication policy amidst the COVID-19 pandemic, we explore culturally and linguistically responsive communication on social media in Victoria and the Northern Territory, Australia. Here, we suggest that multimodal information drawing on a broader range of semiotic resources delivered by community members has the potential to reconfigure state-level language policy and reflect regional socio-cultural situations. As such, several recommendations are made for adapting language policies including broader definitions of qualified translators and interpreters and the development of crisis-specific communication guidelines sensitive to the place of creation and its linguistic and socio-cultural demographics. Such inclusive, bottom-up approaches can inform other multilingual contexts and policies catering to highly diverse populations such as many European countries, the United States and South Africa, among others.Résumé:Le COVID-19 et les récentes campagnes de déploiement de la vaccination révèlent l'importance et l'impact des politiques linguistiques à l'échelle mondiale. Souvent, très peu de langues officielles ou nationales dominantes sont utilisées pour la communication en cas de crise sanitaire, malgré les travaux et les recherches existants montrant la nécessité d'une communication sanitaire inclusive au-delà de ces politiques. Par conséquent, en réponse à la préoccupation constante d'une politique de communication multilingue efficace au milieu de la pandémie de COVID-19, nous explorons la communication culturellement et linguistiquement sensible sur les médias sociaux à Victoria et dans le Territoire du Nord, en Australie. Ici, nous suggérons que l'information multimodale s'appuyant sur une gamme plus large de ressources sémiotiques fournies par les membres de la communauté a le potentiel de reconfigurer la politique linguistique au niveau de l'État et de refléter les situations socioculturelles régionales. À ce titre, plusieurs recommandations sont faites pour adapter les politiques linguistiques, notamment une définition plus large des traducteurs et interprètes qualifiés et l'élaboration de directives de communication spécifiques à la crise sensibles au lieu de création et à sa démographie linguistique et socioculturelle. De telles approches inclusives et ascendantes peuvent éclairer d'autres contextes et politiques multilingues s'adressant à des populations très diverses telles que de nombreux pays européens, les États-Unis et l'Afrique du Sud, entre autres.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49151076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusion or exclusion: Language ideology and language-in-education policies in Pakistan","authors":"Naseer Ahmad, Guijun Zhou","doi":"10.3828/ejlp.2022.11","DOIUrl":"https://doi.org/10.3828/ejlp.2022.11","url":null,"abstract":"Abstract:The choice of a medium of instruction (MoI) is an ideological construct, closely linked to language, ideology and power. The Urdu/English-medium divide in Pakistan has reframed the ideologies in a way that a large majority of the rural population has become status conscious. English-Medium Instruction (EMI) policy has been used as a lens to examine parental ideologies of dropped-out children in language choice as MoI and to observe the gap between actual language policy and practices. Building on Spolsky's (2004) Language Policy Model, a framework has been explicated to analyse the ideological change in the context of language choice with reference to EMI. Results suggest that the policy and practice gap concerning English has proven to be a tool of exclusion rather than inclusion for the masses and thus poor parents idealise English-medium schooling as the only option for a better future for their children, or otherwise pushing them out of public schools. This research, therefore, argues that in order to ensure inclusion, language-in-education policy needs to be revisited on the principles of equity and impartiality so that it can win parents' trust.Résumé:Le choix d'un moyen d'instruction est une construction idéologique, étroitement liée à la langue, à l'idéologie et au pouvoir. La fracture entre l'ourdou et l'anglais au Pakistan a recadré les idéologies d'une manière telle qu'une grande majorité de la population rurale est devenue consciente de son statut. La politique de l'anglais comme moyen d'instruction a été utilisée comme lentille pour examiner les idéologies parentales des enfants déscolarisés dans le choix de la langue en tant que moyen d'instruction, et pour observer l'écart entre la politique et les pratiques linguistiques réelles. S'appuyant sur le modèle de politique linguistique de , un cadre a été expliqué pour analyser le changement idéologique dans le contexte du choix de la langue en référence à l'enseignement en anglais. Les résultats suggèrent que l'écart entre les politiques et les pratiques concernant l'anglais s'est avéré être un outil d'exclusion plutôt que d'inclusion pour les masses, et donc les parents pauvres idéalisent la scolarisation en anglais comme la seule option pour un meilleur avenir pour leurs enfants, l'alternative étant de les retirer des écoles publiques. Cette recherche soutient donc qu'afin d'assurer l'inclusion, la politique de langue dans l'éducation doit être revue sur les principes d'équité et d'impartialité afin qu'elle puisse gagner la confiance des parents.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49216462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EU language policy under review","authors":"M. Modiano","doi":"10.3828/ejlp.2022.14","DOIUrl":"https://doi.org/10.3828/ejlp.2022.14","url":null,"abstract":"Abstract:The challenges caused by the dominance of English in many domains across the European Union (EU), the lack of a viable programme to promote plurilingualism, as well as the problematic nature of having three procedural languages, are scrutinised against the call for Europe to come to terms with its language policy. Issues such as official EU standards for documentation, as well as school guidelines for language education, are investigated from the perspective of envisioning a sanctioned second-language variety of European English. The increased use of English in higher education as a result of Erasmus+ is brought forward as an example of the EU providing funds to support English at the expense of all other indigenous European languages. Moreover, the current order of allowing standard British English special status is criticised as a position which acts as an obstacle to European identity building. It is argued that recognising the importance of the ongoing nativisation processes currently taking place in the use of L2 English in the EU can pave the way for the citizens of the EU to take responsibility for the forms and functions which English will have for mainland Europe. Here, the goal of language learning to facilitate European and global cross-cultural communication is explored, as is the claim that a rendition of a European variety of English bolsters the prospects of identity formation in the EU.Résumé:Les défis causés par la prédominance de l'anglais dans de nombreux domaines à travers l'UE, l'absence d'un programme viable pour promouvoir le plurilinguisme, ainsi que la nature problématique d'avoir trois langues procédurales, sont examinés à la lumière de l'appel lancé à l'Europe pour bien définir sa politique linguistique. Des questions telles que les normes officielles de l'UE en matière de documentation, ainsi que les directives scolaires pour l'enseignement des langues, sont étudiées dans la perspective d'envisager une variété sanctionnée d'anglais européen en langue seconde. L'utilisation accrue de l'anglais dans l'enseignement supérieur à la suite d'Erasmus+ est présentée comme un exemple de l'UE fournissant des fonds pour soutenir l'anglais au détriment de toutes les autres langues européennes autochtones. De plus, la situation actuelle où l'on accorde un statut spécial à l'anglais britannique standard est critiqué comme une position qui agit comme un obstacle à la construction de l'identité européenne. Il est avancé que la reconnaissance de l'importance des processus de nativisation en cours dans l'utilisation de l'anglais L2 dans l'UE peut ouvrir la voie aux citoyens de l'UE pour assumer la responsabilité concernant les formes et les fonctions que prendra l'anglais en Europe continentale. Ici, l'objectif de l'apprentissage des langues pour faciliter la communication interculturelle européenne et mondiale est exploré, tout comme l'affirmation selon laquelle l'évolution d'une variété européenne de l'anglais pourra renforcer","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42660355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A historical analysis of modern Japan's exclusively English-focused foreign language education policies","authors":"Etsuko Shimo","doi":"10.3828/ejlp.2022.7","DOIUrl":"https://doi.org/10.3828/ejlp.2022.7","url":null,"abstract":"Abstract:This paper discusses foreign language education policies in the school system in the Meiji (1868–1912) and Taisho (1912–1926) eras in Japan. The country's current exclusively Englishfocused policies in secondary school foreign language education were officially established with the enactment of the Middle School Teaching Rule Outline in 1881, in which English was listed as the only foreign language subject. German and French were added later, but their status was not as stable. In several policymaking-related meetings, such as the Upper-level Education Committee (1896–1913) and the Research Education Committee (1913–1917), exclusively English-focused foreign language education received criticism. However, the outcomes of meeting discussions always favoured English education. By examining discussions in the two committees and the Extraordinary Committee for Education (1917–1919), which succeeded those two, this paper notes that two factors contributed to the policy consequences: the purpose of foreign language education and the number of foreign languages for students to learn. The purpose of middle school education was prescribed as to provide male students with the most important higher-level general education and that of higher school education as to provide the complete achievement of higher-level general education. The purpose of foreign language education was not necessarily compatible with general education. Moreover, by adopting the One Foreign Language Principle, Japan's foreign language education inescapably became almost entirely English-focused to the detriment of other languages. The paper concludes by examining the assumptions that Japan's foreign language education policies have made about the Plural Foreign Language Principle.Résumé:Cet article traite des politiques d'enseignement des langues étrangères dans le système scolaire de l'ère Meiji (1868–1912) et Taishō (1912–1926) au Japon. Les politiques actuelles du pays exclusivement axées sur l'anglais dans l'enseignement des langues étrangères dans l'école secondaire ont été officiellement établies avec la promulgation des grandes lignes sur les règles d'enseignement dans l'école secondaire en 1881, dans lesquelles l'anglais figurait comme la seule matière en langue étrangère. L'allemand et le français ont été ajoutés plus tard, mais leur statut n'était pas aussi stable. Dans plusieurs réunions liées à l'élaboration de ces politiques, telles que le Comité d'éducation du niveau supérieur (1896–1913) et le Comité d'éducation de recherche (1913–1917), l'enseignement des langues étrangères exclusivement axé sur l'anglais a été critiqué. Cependant, les résultats des discussions de ces réunions ont toujours favorisé l'enseignement de l'anglais. En examinant les discussions au sein des deux comités et du Comité extraordinaire d'éducation (1917–1919) qui leur a succédé, cet article constate que deux facteurs ont contribué aux conséquences politiques : l'objectif de l'enseignement ","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44478910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"L'anglicisation des formations universitaires est-elle une politique linguistique ?","authors":"Jean-François Graziani","doi":"10.3828/ejlp.2022.4","DOIUrl":"https://doi.org/10.3828/ejlp.2022.4","url":null,"abstract":"Résumé:L'emploi de l'anglais comme langue d'enseignement et la création de formations en anglais pour attirer des étudiants en mobilité internationale constituent un enjeu majeur de l'internationalisation de l'enseignement supérieur dans les pays non-anglophones, y compris en France. S'agit-il pour autant d'une politique linguistique ? Il est permis d'en douter. En effet, les dirigeants universitaires et les décideurs poltiques ignorent largement les mises en garde et les travaux des sociolinguistiques et des chercheurs en didactologie sur cette question, et préfèrent s'appuyer sur l'évidence d'une anglicisation inévitable. À rebours d'une authentique politique linguistique universitaire, c'est l'absence de réflexion sur la place des langues et sur le coût des choix linguistiques qui encourage ce phénomène.Abstract:The use of English as the language of instruction and the increase of classes taught in English in non-native English speaking countries to appeal to international students is a major issue of the internationalisation of higher education, in France just like in many other countries. Is this global trend of Englishisation a language policy at all? It's dubious. Indeed, university leaders and policymakers largely ignore the warnings and work of sociolinguistics and language education researchers on this issue, and they'd rather rely on the assumption of inevitable Englishisation. Contrary to a genuine university language policy, it is the lack of reflection on the place of languages and the cost of language choices that encourages this phenomenon.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44631158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"European Journal of Language Policy: Volume 13, Issue 2","authors":"","doi":"10.3828/ejlp.2021.13.issue-2","DOIUrl":"https://doi.org/10.3828/ejlp.2021.13.issue-2","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48953790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"English-medium education in internationalised universities: sketching a way forward: introduction to the special issue","authors":"P. Studer, Ute Smit","doi":"10.3828/ejlp.2021.8","DOIUrl":"https://doi.org/10.3828/ejlp.2021.8","url":null,"abstract":"Abstract:The increasing use of English as a medium of education (EME) in higher education has attracted an impressive amount of applied linguistic research, reflecting the pivotal role language plays in teaching and learning processes. This, however, stands in sharp contrast to the equally prolific body of research into the internationalisation of higher education (IoHE) in which the complex linguistic reality of EME – and its potential role in the internationalised classroom – is given little attention. Reviewing the current research and policy agenda, the authors find that the current policy climate offers similar opportunities for conceptual expansion of IoHE and EME, which calls for greater integration of the two fields of study. The authors argue for an interdisciplinary approach, recognising, and more holistically exploiting, the potential of language at the intersection of dynamic and multilayered policies and practices in twenty-first century internationalised higher education.Abstract:Die zunehmende Verwendung des Englischen als Unterrichtssprache (English-medium education, EME) in der Hochschulbildung hat eine beeindruckende Menge an angewandtlinguistischer Forschung hervorgebracht, in der die Schlüsselrolle der Sprache in Lehr- und Lernprozessen zum Ausdruck kommt. Dies steht jedoch in scharfem Kontrast zur ebenso umfangreichen Forschung zur Internationalisierung der Hochschulbildung (IoHE), in welcher der komplexen sprachlichen Realität von EME und ihrer potenziellen Rolle im internationalisierten Unterricht nur sehr wenig Aufmerksamkeit zuteil wird. Wenn man die aktuelle Forschungsagenda und strategischen Bemühungen der Hochschulen genauer betrachtet, stellt man jedoch fest, dass das derzeitige politische Klima ähnliche Möglichkeiten für eine konzeptionelle Erweiterung von IoHE und EME bietet. Die Autoren dieses Kapitels sprechen sich für eine stärkere Integration der beiden Forschungsbereiche aus, indem sie für einen interdisziplinären Ansatz plädieren, der das Potenzial der Sprache an der Schnittstelle dynamischer und vielschichtiger Strategien und Praktiken in der internationalisierten Hochschulbildung des 21. Jahrhunderts erkennt und ganzheitlicher nutzt.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Two types of reflections about English as a medium of instruction","authors":"René Gabriëls, R. Wilkinson","doi":"10.3828/ejlp.2021.10","DOIUrl":"https://doi.org/10.3828/ejlp.2021.10","url":null,"abstract":"Abstract:The worldwide introduction of English as a medium of instruction (EMI) programmes has stimulated numerous reflections within and outside academia. These reflections find their expression in both scholarly studies into EMI and public debates about its impact. In this article we argue that one can distinguish two types of reflections about EMI. The first type focuses on improving EMI. The second type focuses on the legitimation of EMI, that is whether EMI programmes are justified in view of their assumptions and consequences. We investigate the genesis and the differences between two separate discourses that express the different types of reflections. We unfold a history that shows that roughly three phases can be distinguished in the development of EMI: the incubation of EMI, its consolidation and its politicisation. We argue that the heuristic value of the two types of reflection is that they are conducive to comprehending this development of EMI and look at it with critical eyes. In addition, we suggest that politicised issues like the impact of Englishization on the cultural identity, language hierarchies, top-down implementations of language policies and the inequalities regarding the access to EMI programmes might be fruitfully addressed in terms of linguistic justice and democracy. By distinguishing two types of reflection, blind spots in EMI research can be revealed.Résumé:L'introduction mondiale des programmes en anglais (EMI) a suscité de nombreuses réflexions à l'intérieur et à l'extérieur du monde universitaire. Ces réflexions trouvent leur expression à la fois dans les études scientifiques sur l'enseignement en anglais et dans les débats publics sur son impact. Dans cet article, nous soutenons que l'on peut distinguer deux types de réflexions sur l'enseignement en anglais. Le premier type se concentre sur l'amélioration de l'enseignement EMI. Le second type se concentre sur la légitimation de l'enseignement en anglais, c'est-à-dire si les programmes EMI sont justifiés au vu de leurs hypothèses et de leurs conséquences. Nous étudions la genèse et les différences entre deux discours distincts qui expriment les différents types de réflexions. Nous dévoilons une histoire qui montre qu'en gros trois phases peuvent être distinguées dans le développement de l'enseignement en anglais: l'incubation de l'enseignement en anglais, sa consolidation et sa politisation. Nous soutenons que la valeur heuristique des deux types de réflexion est qu'ils sont propices à comprendre ce développement de l'enseignement en anglais et à le soumettre à la critique. En outre, nous suggérons que des questions politisées telles que l'impact de l'anglais sur l'identité culturelle, les hiérarchies linguistiques, la mise en œuvre hiérarchisée des politiques linguistiques et les inégalités concernant l'accès aux programmes EMI pourraient être abordées avec succès en termes de justice linguistique et de démocratie. En distinguant deux types de réflexion, des lac","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47722549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Everyday logic about English in applied linguistic research: a topos analysis of conference abstracts on English-medium education","authors":"P. Studer","doi":"10.3828/ejlp.2021.11","DOIUrl":"https://doi.org/10.3828/ejlp.2021.11","url":null,"abstract":"Abstract:This contribution analyses the argumentative premises underlying applied linguistic research conducted in the area of English-medium instruction. Applied linguistics not only studies language as it is used in the real world but is widely understood as an approach through which real-world problems in matters of language can be solved. It comes as no surprise, therefore, that applied linguistics is commonly used as a diagnostic perspective in English-medium instruction (EMI) research where it aims to provide insight into issues in need of fixing or improvement. Such studies are not conducted in an argumentative vacuum: they are embedded in a background process of policymaking, debate and discussion by stakeholders and policymakers who are involved in the introduction of English as an international language in higher education. This paper aims to highlight the argumentative backdrop against which applied linguistic research into EMI is construed and legitimised. Analysing conference abstracts in the field of EMI, the paper seeks to draw attention to everyday logic and beliefs applied linguists engage in when submitting paper proposals for conferences. It calls for a critical applied linguistic research agenda which foregrounds the potential ideological effects everyday conceptualisations of language have on EMI research and, ultimately, on EMI policymaking.Abstract:Dieser Beitrag analysiert argumentative Prämissen, die der angewandten sprachwissenschaftlichen Forschung zu EMI (English-Medium Instruction) zugrunde liegen. Die Angewandte Linguistik untersucht nicht nur Sprache, wie sie in der realen Welt verwendet wird, sondern wird weithin als Ansatz verstanden, durch den reale Probleme im Zusammenhang mit Sprache gelöst werden können. Es ist daher nicht verwunderlich, dass die angewandte Linguistik in der EMI-Forschung häufig als diagnostische Perspektive verwendet wird, die darauf abzielt, einen Einblick in Probleme zu geben, die behoben oder verbessert werden müssen. Solche Studien finden nicht in einem argumentativen Vakuum statt: Sie sind eingebettet in einen Hintergrundprozess von politischen Entscheidungen, Debatten und Diskussionen von Interessenvertretern und politischen Entscheidungsträgern, die an der Einführung von Englisch als internationaler Sprache in der Hochschule beteiligt sind. In diesem Beitrag soll der argumentative Hintergrund beleuchtet werden, vor dem die angewandte sprachwissenschaftliche Forschung zu EMI konstruiert und legitimiert wird. Durch die Analyse von Konferenzabstracts im Bereich EMI soll die Aufmerksamkeit auf die alltägliche Logik gelenkt werden, derer sich Angewandte Linguisten bedienen, wenn sie Vortragsvorschläge für Konferenzen einreichen. Die Studie fordert eine kritische Forschungsagenda für die Angewandte Linguistik, die die ideologischen Auswirkungen alltäglicher Konzeptualisierungen von Sprache auf die EMI-Forschung und letztlich auf Hochschulstrategien im Zusammenhang mit EMI in den Vordergrund ","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44537911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"European Parliament fact sheet on language policy","authors":"Pierre Hériard","doi":"10.3828/ejlp.2021.7b","DOIUrl":"https://doi.org/10.3828/ejlp.2021.7b","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43593985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}