Internationalisation of Higher Education and Language Policy: Questions of Quality and Equity
Internationalisation of Higher Education and Language Policy: Questions of Quality and Equity
复制标题
高等教育国际化和语言政策：质量和公平问题
DOI：
10.1787/hemp-v20-art6-en
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
R. Hughes
中科院分区：
文献类型：
--
作者：
R. Hughes
高等教育国际化的三大驱动力是学生流动、员工流动和海外交付。在过去的20年里，所有这些都在迅速增长，据估计，到2020年，将有600万学生出国留学。英语国家在这一过程中占据主导地位：四个英语国家提供了超过50%的涉及海外学生的课程。英语授课的大学在特定的地理区域也有很强的影响力：70%的亚洲留学生被三个主要的英语国家（澳大利亚、英国和美国）接收。这就导致了国家、机构和个人各级的公平和质量问题。在国家层面上，非英语国家可能无法吸引和留住“最聪明、最优秀”的人才。对金融机构而言，语言对市场的扭曲既影响知识产权能力，也影响财务健康。最后，对个人来说，教育成就可能受到在异国语言和学术文化中发挥作用的能力的限制。因此，没有强有力的语言政策、充足的预备培训和持续支持的机构可能会损害教学质量或其自身的全球品牌。在Hatakenaka（2004）的工作基础上，本文讨论了上面概述的英语不对称所涉及的问题。特别地，本文概述了在非英语国家以英语为媒介进行教学的影响。这篇论文借鉴了中国宁波诺丁汉大学英语语言教育中心所做的工作。
Three major drivers of internationalisation in higher education are student mobility, staff mobility and offshore delivery. All have increased rapidly over the last 20 years and a high-end estimate suggests that 6 million students will be studying abroad by 2020. Anglophone countries have dominated this process: four English-speaking countries deliver more than 50% of programmes involving students studying abroad. English-medium universities also have a strong influence in particular geographical regions: 70% of all Asian students studying abroad are received by three main English-speaking countries (Australia, the United Kingdom and the United States).This leads to questions of equity and quality at national, institutional and individual levels. At national level, non-Anglophone countries may be unable to attract and retain the “brightest and best”. For institutions, the skewing of the market by language affects both intellectual property capacity and financial health. Finally, for the individual, educational achievement may be constrained by the capacity to function in an alien language and academic culture. Institutions without a robust language policy, adequate preparatory training and ongoing support may, therefore, damage more than the quality of teaching or their own global brand. Building on the work of Hatakenaka (2004) this paper discusses the issues involved in the Anglophone asymmetry outlined above. In particular, the implications of the move towards teaching in the medium of English in non-Anglophone countries are outlined. The paper draws on work carried out at the University of Nottingham, Ningbo, China, by the Centre for English Language Education.