Every graduate a linguist: building strategic language capability through IWLP

The case study described in this report has been carried out for the Born Global language policy research project. The overall aim of Born Global is to understand in more detail the deficit and the demand in language capability in the UK, both with regard to the wider economy and more narrowly in relation to academic research. A more comprehensive understanding, it is hoped, can “inform government language policy development” as well as “future developments in Higher Education language curricula and assessment” (British Academy 2014). Our research has to be seen in this wider context and focuses on the supply side of language skills in HE language courses which are part of so-called Institution Wide Language Provision or Programmes (IWLP). In the first section some overview numerical data is presented to give a very brief outline of IWLP in the UK higher education sector, before describing and analysing the results of a case study conducted at the London School of Economics and Political Science (LSE). 1 The case study focused on student motivation for language learning, their plurilingual competencies, sense of attainment and progress and their overall evaluation and understanding of language learning processes

Multilingualism in London: LUCIDE city report

This report is produced for LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe) project and network, funded by the EU Lifelong learning programme 2010- 2014, based on the collected primary and secondary data. It includes a brief historic overview of London’s demolinguistic features and a range of evidence relevant to current manifestations of multilingualism and plurilingualism in this global city. Considering the size, population and complexity of London our specific focus is on one local authority (out of an existing 33): the City of Westminster, geographically the heart of this metropolis. Westminster is in many ways representative of London language trends. It shows some of the most prominent features of multilingualism in London: an extraordinary linguistic variety with a wide distribution of languages, where no one language is dominant. Nevertheless, we also make reference to examples of multilingualism from outside Westminster, when we have considered it to be pertinent

Višejezični učenici u londonskim osnovnim školama: politika, praksa i profesionalni razvoj

This paper is a summary of a report section produced for LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe) project and network, funded by the EU Commission Lifelong learning programme 2011–2014, based on the collected primary and secondary data. This summary focuses on multilingualism in mainstream education. The full report addresses multilingualism in several other areas: public, economic, private sphere and urban spaces. It is available on: www.urbanlanguages.eu. Considering the size, population and complexity of London, our specific focus is on one local authority (out of an existing 33): the City of Westminster, geographically the heart of this metropolis. Westminster is in many ways representative of London language trends. It shows some of the most prominent features of multilingualism in London: an extraordinary linguistic variety with a wide distribution of languages, where no one language is dominant. The aim of this research is to gain insights into experiences of multilingual learners in London in regards to: education practice and relevant policies. Primary data was collected by a team of four researchers who consulted 82 professionals relevant to the identified spheres of practice. The methods used were interviews and questionnaires. The sampling was purposive in terms of relevant professions: education, social work, public services, police and finance and business sector professionals. The theoretical framework used to develop our approach is the typology of language use, which distinguishes: symbolic, pragmatic and authoritative language use.Ovaj je članak sažetak izvješća koje je napravljeno za LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe; Jezici u urbanim kontekstima: integracija i raznolikost u Europi) projekt i mrežu. Projekt je financiran iz Programa Europske unije za cjeloživotno učenje 2011.-2014., temeljem prikupljenih primarnih i sekundarnih podataka. Ovaj se sažetak fokusira na višejezičnost u osnovnoškolskom obrazovanju. Cjelovito izvješće govori o višejezičnosti u nekoliko ostalih područja: javnoj, gospodarskoj, privatnoj sferi te urbanim prostorima (dostupno na: www.urbanlanguages.eu) S obzirom na veličinu, stanovništvo i složenost Londona u radu je posebna pažnja usmjerena na lokalnu jedinicu (od postojeće 33): grad Westminster koji je zemljopisno srce ove metropole. Westminster je na mnogo načina predstavnik jezičnih trendova u Londonu. To pokazuje neke od najistaknutijih obilježja višejezičnosti Londona, kao što je izvanredna lingvistička raznolikost sa širokom rasprostranjenošću jezika, pri čemu niti jedan jezik nije dominantan. Cilj ovog istraživanja je stjecanje uvida u iskustva višejezičnih učenika u Londonu s obzirom na obrazovnu praksu i relevantne politike. Primarne podatke prikupio je tim od četiri istraživača koji su konzultirali 82 stručnjaka relevantna za identificirana područja prakse. Korištene su metode intervjuiranja i anketiranja. Uzorkovanje je svrhovito obuhvaćalo relevantne struke: obrazovanje, socijalni rad, javne službe, policiju i financije te stručnjake iz poslovnog sektora. Teorijski okvir za razvoj ovog pristupa je tipologija uporabe jezika koja razlikuje: simboličku, pragmatičnu i autoritativnu primjenu jezika

Everyday academic language in German historiography

The present article investigates the use of everyday academic language in German history writing. The starting point is a brief discussion of the two conceptual tools used in this study: alltägliche Wissenschaftssprache and metadiscourse. The data for an empirical and contextual analysis of everyday academic language have been extracted from a parallel corpus of German history writing. The analysis confirms that the most frequent patterns found in historiographic metadiscourse belong to the category of everyday academic language. It is suggested that one meaningful way of categorizing this vocabulary consists of linking it to a number of acts and processes characteristic of academic writing in general and of history writing in particular, namely the organization of knowledge in textual formats, the accommodation and refutation of existing knowledge claims and the self-reflective identification of cognitive and communicative processes involved in the creation of (historical) knowledge

Book review: Boéri, Julie and Maier, Carol (ed.) (2010). Compromiso Social y Traducción/Interpretación Translation/Interpreting and Social Activism

This bilingual Spanish – English volume brings together papers first presented at the International Forum on Translation/Interpreting (T/I) and Social Activism, which took place in 2007 at the University of Granada. It is a political book, hoping to overcome the traditional divide between social activism and scholarly research. ECOS, the publishers behind the volume are devoted to facilitating “communication across language barriers for those individuals and groups excluded from the institutional and private market” and to raise awareness about “injustices in the present-day world” (8-9). The political motivation and commitment to widening access are reflected by the bilingual format of the book – all articles either originally written in Spanish or English are presented in both languages – and by the fact that the texts were registered under a ‘copyleft’ license, which stipulates that the material can be copied and circulated as long as the work of the original authors is acknowledged. This is an alternative to academic publishing where knowledge is treated as intellectual property and texts as commodities

Sprachliche Vielfalt im urbanen Raum

Die Untersuchung sprachlicher Vielfalt und mehrsprachiger Kommunikation in Großstädten ist ein Teilgebiet der gesellschaftlichen Mehrsprachigkeitsforschung. Ihre wichtigsten Ziele bestehen darin, die Formen sowie die sozialen, politischen und ökonomischen Bedingungen und Konsequenzen migrations- und globalisierungsbedingter Mehrsprachigkeit in urbanen Räumen zu beschreiben und zu erklären (Coulmas 2018; King und Carson 2016; Smakman und Heinrich 2017)