By Anna Kristina Hultgren, Frans Gregersen, Jacob Thøgersen
This quantity brings jointly theoretical views and empirical experiences at the ongoing Englishization of Nordic universities. A middle goal is to distinction and deal with the distance among ideological representations of this phenomenon and the ways that it unfolds within the practices at the flooring. The ebook offers views from 5 Nordic international locations: Iceland, Norway, Denmark, Sweden and Finland, with one bankruptcy from every one state targeting ideologies and one other on practices. The booklet is meant to supply an updated source at the internationalization and Englishization of Nordic universities for students, coverage makers and a person wishing to achieve an outline of present matters within the box.
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Additional info for English in Nordic Universities: Ideologies and practices
Det viktigaste trinnet i det språkpolitiske strategiarbeidet ligg […] ikkje i denne rapporten, men i det neste steget: Korleis dei einskilde institusjonane og fagmiljøa i praksis tar tak i og arbeider med dei språkpolitiske utfordringane. 45 46 Andrew R. Linn Nynorsk = Samnorsk is the interesting one in our context since it gave way to the case of Norwegian + English = Parallelingualism. From our brief survey of language policy documents for higher education it does seem that the painful lesson taught by the former equation has been learned when it comes to resolving the latter.
Before that, back in 1885, political parity seemed like the best expedient for the language problem. Unfortunately language practice does not exist in a vacuum. Ljosland (this volume) has investigated the parallelingual reality of researchers working in a Norwegian university, and, where people have even heard of these policies, reality is much more complex than theory, and suddenly the “Norwegian lesson” comes into force. Sandøy et el. 23) sound a note of realism where they write, “parallelingual practice requires consciousness, desire and resources [medvett, vilje og resursar]”, and, unless it is enforced as part of normal good research practice or indeed of research ethics, researchers and teachers are simply going to have things to worry about that seem more important than language choices.
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