The Multilingual University: The Impact of Linguistic Diversity in Higher Education in English-dominant and English Medium Instructional Settings

近几十年来，高等教育（HE）迅速扩大，因为大学已经在全球化的世界中运作。教科文组织的报告显示，1970年至2007年，全世界16岁以上教育的学生人数增加了五倍，达到1.506亿人（教科文组织，2009年）;这一趋势看来将继续下去。在英语占主导地位（艾德）的设置和在其他地方提供英语教学（EMI）的大学中，高等教育的扩展的一个主要影响是员工和学生群体的文化和语言多样性的增加。有两个关键群体促成了语言和文化多样性的增加。一种是由移动的学生和教师组成;这些是被吸引到艾德环境或提供EMI的大学工作和学习的国际学生、学术和研究人员。许多人是双语/多语英语使用者，至少精通两种语言：母语和英语。另一种是由扩大参与的学生组成，即传统上在艾德环境中高等教育中代表性不足，但通过政府政策鼓励进入该部门的家庭学生群体。例如，在英国，这导致越来越多来自工人阶级移民社区的双语/多语大学生。大多数人都是双语/多语者，因为他们经常用家庭的传统语言和英语来体验生活。一般而言，这些学生很少接受以其传统语言进行的正规教育，而且英语水平通常远高于其传统语言。这种情况或多或少反映在其他艾德环境中，如美国。这些因素意味着该部门现在有更多的双语/多语英语用户比以前的情况。例如，在英国的一些大学课程中，双语/多语英语使用者的数量超过单语英语的同行已经变得很常见。影响该部门语言多样性的一个平行问题是艾德环境中“土著”语言的振兴议程，即传统上与特定地理区域相关的少数民族语言，如威尔士的威尔士语、苏格兰的盖尔语、新西兰的毛利语以及澳大利亚的各种“土著”或“本土”语言，迄今为止的研究表明，艾德环境中的大学在承认其双语/多语环境方面进展缓慢，重视其双语/多语教职员工和学生群体的语言多样性，或将这种多样性视为一种资源。相反，对语言多样性的主流机构做法是将其视为一个需要解决的问题。这种缺陷模式的特点是双/多语言用户的英语需要英语语言补救，忽视或污名化双/多语言资源。随着英语教学计划和机构在非英语世界的激增，有一种危险，这些英语为中心的态度，语言多样性将在EMI contexting.This系列研讨会旨在制定一个研究议程，研究语言多样性的影响，他在艾德和EMI设置和照亮的想法“多语种大学”在这些情况下。它打算建立一个论坛，审查高等教育部门的双语/多语问题，并编制有关这一主题的资料，为创造语言多样性条件的高等教育政策提供信息，特别是关于国际化、扩大参与和语言振兴的高等教育议程。这将使该部门能够将其双语/多语工作人员和学生群体所体现的语言多样性视为丰富该部门和促进充满活力和公平社会的资源。

In recent decades, higher education (HE) has expanded rapidly as universities have responded to operating in a globalised world. This is illustrated in UNESCO reports that show that the number of students in post 16 education worldwide rose fivefold to 150.6 million between 1970 and 2007 (UNESCO 2009); this trend looks set to continue. One major impact of the expansion of HE in English-dominant (ED) settings and in universities offering English medium instruction (EMI) elsewhere has been an increase in the cultural and linguistic diversity of the staff and student population. There are two key groups contributing to this increased linguistic and cultural diversity. One is composed of mobile students and faculty; these are international students, academic and research staff attracted to work and study in ED settings or in universities offering EMI. Many are bi/ multilingual users of English with high levels of proficiency in at least two languages: their mother tongue and English. The other is composed of widening participation students, that is groups of home students who have traditionally been underrepresented in HE in ED settings but who have been encouraged to enter the sector through government policies. In the UK, for example, this has resulted in increasing numbers of bi/ multilingual university students from working class migrant communities. Most are bi/ multilingual in that they routinely experience their lives in the heritage language(s) of their families and English. Generally speaking, these students have received little formal schooling in their heritage language(s) and normally have much higher proficiency in English than their heritage language(s). This situation is mirrored to a greater or lesser extent in other ED settings, such as the United States. These factors mean that there are now many more bi/multilingual users of English in the sector than was previously the case. On some university programmes in the UK, for example, it has become common for bi/multilingual users of English to outnumber their monolingual English-speaking counterparts. A parallel issue impacting on linguistic diversity in the sector is the revitalisation agenda for 'indigenous' languages in ED settings, that is minority languages that have been traditionally associated with particular geographical regions, such as Welsh in Wales, Gaelic in Scotland, Maori in New Zealand, and various 'aboriginal' or 'native' languages in Australia, the US and Canada.Research to date indicates that universities in ED settings have been slow to acknowledge the bi/multilingualism in their midst, to value the linguistic diversity of their bi/multilingual staff and student population, or to regard this diversity as a resource. Instead, the dominant institutional approach to linguistic diversity has been to treat it as a problem that needs solving. This deficit model characterises bi/multilingual users of English as in need of English language remediation and ignores or stigmatises bi/multilingual language resources. As EMI programmes and institutions proliferate in the non-Anglophone world, there is a danger that these Anglo-centric attitudes to linguistic diversity will be reproduced in EMI contexts.This seminar series aims to develop a research agenda for examining the impact of linguistic diversity in HE in ED and EMI settings and to illuminate the idea of the 'multilingual university' in these contexts. It intends to establish a forum for examining bi/multilingualism in the HE sector and produce resources on this topic that will inform HE policies that create the conditions for linguistic diversity, in particular HE agendas on internationalisation, widening participation and language revitalisation. This will enable the sector to treat the linguistic diversity embodied in its bi/ multilingual staff and student population as a resource for enriching the sector and for promoting a vibrant and fair society.