科研成果详情

Multilingualism is essential in the processes and practices of internationalized higher education (HE). However, internationalized HE has become a business in which one language—English—is privileged in policy settings and in educational and academic practice. Despite the international and multilingual backgrounds of staff and students, internationalization is characterized by an ideology which dictates that only a rigidly prescribed academic variety of English is accepted as the language of instruction and research. The outcomes for languages education in HE are a focus on English language learning in all settings at the expense of other languages. In Europe and the global South, English medium instruction is equated with internationalization as a means to satisfy both local demand and to attract international students. The pre-eminence of English in international research and publication has privileged individuals with control of practices associated with Anglophone HE and marginalized other ways of thinking and making knowledge. Currently, at the heart of the necessity of multilingualism for internationalization is the contradiction that devaluation of the multilingual and culturally disparate resources of internationally mobile multilinguals ignores the educational goals of internationalization of HE.