Exploring Language Ideologies and Practices in Higher Education

Multilingual Language Use and Ideology of One Language at a Time: Language Issues in Higher Education Kerttu Rozenvalde Shared Language: Integration through Multilingualism 14 November 2019 Tallinn

Aim To discuss the difference between language ideologies and language practices To discuss whether and why language policy should take practices into account actual language

Data Macro-level policy documents authored by the Estonian state Mezzo-level policy documents produced by the University of Tartu Semi-structured interviews with students of the University of Tartu (2016)

Translanguaging Dividing languages into named entities is a political, cultural, historical, ideological phenomenon (Garcia 2009; Canagarajah 2014, Li Wei 2011, 2016, 2018) Translanguaging Instinct (Li Wei 2011, 2018) Human mind = holistic multi-competence (Li Wei 2016)

Monolingualism Individual monolingulism vs. monolingualism in policies and ideologies Ideologies of One Language Only & One Language at a Time (Li Wei 2011)

Translanguaging practices: Example A Respondent physics, BA (Estonian, English, German, Russian) Of course, everything is in English in the English-medium courses. At times helpful extra materials are being handed out in Estonian in order for us to understand what we should search for. So that we wouldn t drown in the language. In the Estonian-medium courses materials are mainly in Estonian but if you want to do read some extra materials, these are in English. Whenever we are given something to read in Estonian, we are also informed about the materials available in Russian. I ve noticed that Russian-medium textbooks are suggested as main textbooks, mainly for Russian-speaking students but the materials in English are more like extra reading materials. / / I ve sometimes tried to read extra materials in German and Russian. Maybe there s something better than in English and Estonian. Just to find better sources.

Translanguaging practices: Example B Respondent chemistry, BA (Estonian, English, German, Russian) I: What would you say what language has been the most useful for you during your studies? R: good question let s say that English has been the most useful but at the same time some things come from German and then it is very good to have that extra language because you have some weird terminology that you are able to remember more easily because you have that German knowledge

One Language at a Time: Example C Universties Act 1995 133. Reimbursement of study costs (1) A university is not entitled to demand the reimbursement of study costs from a student who: 1) studies full-time following a curriculum, the language of instruction of which is Estonian and who has by the starting semester cumulatively completed the study load subject to completion under the curriculum in the previous semesters; (2) Unless agreed otherwise upon the allocation of activity support, a university is entitled to demand the partial reimbursement of study costs: 1) from a student who studies full-time following a curriculum, the language of instruction of which is Estonian and who has not by the starting semester cumulatively completed the study load subject to completion under the curriculum in the previous semesters; 2) from a student who studies part-time or following a curriculum, the language of instruction of which is other than Estonian;

One Language at a Time: Example D Development Plan of the Estonian Language 2011 2017 At present a student who entered Estonian- medium bachelor s studies complete both this level and also more advanced levels of study by means of Estonian-medium instruction, which could include some subjects or subject groups that are taught in a foreign language. can generally

One Language at a Time: Example E Respondent physics, BA (Estonian, English, German, Russian) When I go up to the lecturer with a question I ask in Estonian. It happens in a way that I use English terminology that I know but my sentences are in Estonian, so this is like a mixed language of Estonian and English. By accident, I ve started speaking in English but then it just feels weird to speak that way.

One Language at a Time: Example E Respondent physics, BA (Estonian, English, German, Russian) It s difficult to move between Estonian and English, and I get puzzled, so it s easier to speak one language only. / / I could continue studying in English if I d dare I d study in Russian.

One Language at a Time: Example F Respondent chemistry, BA (Estonian, English, German, Russian) I d find it easier if all my studies had been in English from scratch. If you ll continue doing what you re doing, it s good to practice doing it in English from scratch. But at the same time, the beginning is the most difficult part, so I find that at the beginning the studies could take place in mother tongue. Then you understand, and nothing gets lost in translation. So I don t know which way is better.

Even bilinguals who code-switch themselves sometimes believe that code-switching is an identification of laziness and poor linguistic proficiency. (Dewaele & Li Wei 2014: 237)

Language practices, beliefs and management are not necessarily congruent. Each may reveal a different Language management remains a dream until it is implemented, and its potential for implementation depends in large measure on its congruity with the practices and ideology of the community. (Spolsky 2004: 217 218) language policy. / /

Whether management practices on the ground? What would happen if language policy makers legitimated more translanguaging practices? Would legitimating translanguaging practices be useful for Estonian, or the other way around, would it have a detrimental effect on the language? and how to closer bring language language efforts to

Translanguaging mechanism (Carroll 2017) Translanguaging characteristics of bilingual and multilingual speakers / /. We argue that translanguaging could be sustainable for regional minority languages if some principles are applied. (Cenoz & Gorter 2017) as a prestige planning has been always a

Literature Canagarajah, Suresh. 2014. Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge. Carroll, Kevin S. 2017. Prestige planning and translanguaging in higher education. In Cathrine M. Mazak & Kevin S. Carroll (eds.) Translanguaging in Higher Education: Beyond Monolingual Ideologies, Bristol: Multilingual Matters. Cenoz, Jasone & Durk Gorter. 2017. Minority languages and sustainable translanguaging: threat or opportunity? Journal of Multilingual and Multicultural Development, 38 (10): 901 912. Dewaele, Jean-Marc & Li Wei. 2014. Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual and Multicultural Development, 35 (3): 235 251. Garcia, Ofelia. 2009. Bilingual Education in the 21stCentury: A Global Perspective. Oxford: Wiley- Blackwell. Li Wei. 2016. Epilogue. Multi-competence and the Translanguaging Instinct. V. Cook, Li Wei (eds.) Cambridge Handbook of Linguistic Multi-Competence. Cambridge University Press. Li Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics, 39 (1), 9 30. Ljosland, Ragnhild. 2014. Language planning confronted by everyday communication in the international university: the Norwegian case. Journal of Multilingual and Multicultural Development, 35 (4): 392 405. So derlundh, Hedda. 2013. Language Choice and Linguistic Variation in Classes Nominally Taught in English. In Hartmut Haberland, Dorte L nsmann & Bent Preisler (eds.), Language Alternation, Language Choice and Language Encounter in International Tertiary Education. Berlin: Springer, 85 102. Spolsky, Bernard. 2004. Language Policy. Cambridge: Cambridge University Press.

Aith! Thank you!