Language(s) and the production of knowledge in European HEadmin2021-09-18T09:34:46+02:00
The 2022 ECSPM Symposium, to be hosted by the “Centre of Excellence – Permanent Linguistic Observatory”, L’Università per Stranieri di Siena, Italy, is a follow up of the 2021 Online Symposium. To take place on April 8-9-2022.
Focusing on different understandings of language as it is construed in universities, on the language policies and the discursive production of knowledge in European higher education, this symposium aspires to explore whether ‘multilingualism’ is an obstacle or a creative resource, a door-keeper or door-opener at institutional, educational, social and individual levels. It intends to examine further the consequences of the issues considered in the previous symposium, i.e., the Englishisation of universities in Europe as a result of internationalisation (and commercialisation) policies; English Medium Instruction in post-colonial contexts which has different implications than in European HEIs, though the lack of student and staff English language proficiency and academic literacy affects the quality of education in both; the monolingual ethos of communication in European HE and the traditional monolingual curricula and pedagogies; language policies, pedagogies and other academic activities related to multilingualism in European university consortia.
Questions to be addressed by invited speakers:
How are constructs of language, academic discourse, multilingualism, plurilingualism and multiliteracies impacting research and the production of knowledge?
How is the colonisation of knowledge – increasingly produced in English – affecting academic disciplines and university students’ learning experiences?
Recognising that inequality is a pervasive structural characteristic of knowledge production, is the Englishisation of scientific language resulting in greater inequality, and discrimination?
How is the division of labour in knowledge production mirrored in hierarchies between research and HEIs?
Given that the materiality of language is at the centre of knowledge management, what are the effects of digital technologies and the digital transformation on HE?
How do language conceptualisations affect students’ (language) assessments? Are we witnessing the emergence of an embedded ideology of excellence unfolding itself along macro-regional divides and reflecting itself in students’ own understanding of their own sociolinguistic competences?
Are European HEIs considering the development of multilingual academic literacies?
How do language ideologies in European HEIs mediate between and shape linguistic practices of professorial staff and students?
Which are the ideologies that inform macro- and micro-level language policy decisions and their implementation?
How do conceptualisations of language as capital and ideologies of linguistic instrumentalism affect language pedagogies?