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9 results on '"Smit, Ute"'

1. Conceptualising English as a lingua franca (ELF) as a tertiary classroom language

Author

Smit, Ute

Subjects
english as a lingua franca, english-medium tertiary education, linguistic repertoire, community of practice, institutionalised talk, Language and Literature, Philology. Linguistics, P1-1091, African languages and literature, PL8000-8844
Abstract

This contribution draws on the notion of English as a lingua franca, especially as discussed in James (2006) and Smit (2010), to conceptualise English-medium tertiary education in settings where English functions as additional language and where tertiary education has a history of being undertaken in other, usually national languages. After briefly sketching the recent research undertakings into English as a lingua franca (ELF) as well as the specificities of English-medium tertiary education in mainland Europe, the paper argues for a conceptual framework of ELF as classroom language that combines sociolinguistic, sociocultural and discursive components. In conclusion, the empirical relevance of the proposed framework is substantiated by applying it to a specific case study of tertiary classroom discourse.

Published
2010
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4. Exploring the internationalisation and glocalisation constructs in EMEMUS lecturers' interviews and focus groups

Author

Dafouz, Emma, Smit, Ute, Pérez-Paredes, Pascual, Curry, Niall, Dafouz, Emma, Smit, Ute, Pérez-Paredes, Pascual, and Curry, Niall

Abstract

This research examines a corpus of focus groups and interviews with English-medium education in multilingual university settings (EMEMUS) lecturers in a southern EU university to explore how lecturers’ attitudes dialogically interact with the construction of the Internationalisation and Glocalisation (ING) dimension of the ROAD-MAPPING framework. Adopting a mixed methods approach, this paper proposes a novel method and uses ROAD-MAPPING as a means to theoretically position and interrogate the data, drawing on corpus linguistics methods and critical grounded theory. In particular, it explores the final stage of theoretical coding, as it is well suited to offer an interpretation of the discursive construction of internationalization in this group of lecturers. Overall, our findings contribute to the discussion of the ROAD-MAPPING framework and the understanding of how approaches to internationalization in specific contexts can help us conceptualize EMEMUS from different perspectives. Specifically, the study finds that while established elements of ING are evident in English-medium instruction lecturers’ discourse, there is evidence of gaps in their engagement with ING and further emerging themes relevant to ROAD-MAPPING.

Published
2023

5. English-medium education in internationalised universities : sketching a way forward

Author

Studer, Patrick and Smit, Ute

Subjects
378: Hochschulbildung, 420: Englisch, Internationalisation of higher education, EMI, English-medium instruction
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.

Published
2021

6. Empirical Perspectives on CLIL Classroom Discourse

Author

Dalton-Puffer, Christiane, Smit, Ute, Dalton-Puffer, Christiane, Dalton-Puffer, Christiane, Smit, Ute, and Dalton-Puffer, Christiane

Abstract

Similar to immersion, Content and language Integrated Learning (CLIL) combines second language education with other content-subjects and has become an important educational approach in many parts of the world. Only recently research on CLIL classrooms has started to emerge on the international scene. This volume presents current work dealing with classrooms located in Australia, Austria, Belgium, Finland, Germany and the UK, focussing on various dimensions of classroom talk such as oral proficiency, repair, the structure of learning opportunities, cognitive effects, pragmatic differences from traditional EFL lessons as well as issues of research methodology. These are complemented by the discussion of educational policies and the perceptions and attitudes of CLIL teachers.

Published
2012

9. Contingent Policies, Complex Contexts and ROAD-MAPPING : Ways and Plays Forward

Author

Saarinen, Taina, Dafouz, Emma, and Smit, Ute

Subjects
languages, institutions of higher education, kielipolitiikka, korkeakoulut, yliopistot, road mapping, language policy, universities, korkeakouluopetus
Abstract

This chapter first presents an overview of the complex language policy contexts of the internationalising universities. It starts from the multi-layeredness of university language settings and their political contingency and moves on to discuss the ROAD-MAPPING framework and the way it has acknowledged these complexities, both theoretically and empirically. After briefly observing the geographical and disciplinary contexts in the volume, the discussion moves on to the chapters’ contribution to ROAD-MAPPING and the ways in which the chapter authors discuss the benefits and drawbacks of the framework. The coda closes with a suggestion on how the framework could be used differently. For that, an approach of subversive play with the framework is proposed. In order to understand the messy and multi-layered realities of languages in higher education, we need to give space for the unexpected. Playing with the framework offers a possibility to challenge our assumptions and expectations about language in higher education. peerReviewed

Published
2023

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