LEADER 05688nam 2200697 450 001 9910787940803321 005 20230718221214.0 010 $a90-272-6959-9 035 $a(CKB)2670000000571619 035 $a(EBL)1813196 035 $a(SSID)ssj0001349896 035 $a(PQKBManifestationID)12537862 035 $a(PQKBTitleCode)TC0001349896 035 $a(PQKBWorkID)11287791 035 $a(PQKB)11369106 035 $a(MiAaPQ)EBC1813196 035 $a(Au-PeEL)EBL1813196 035 $a(CaPaEBR)ebr10953248 035 $a(CaONFJC)MIL651865 035 $a(OCoLC)893332975 035 $a(EXLCZ)992670000000571619 100 $a20141024h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aEnglish in Nordic universities $eideologies and practices /$feditors, Anna Kristina Hultgren, Frans Gregersen, Jacob Thøgersen 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Publishing Company,$d2014. 210 4$d©2014 215 $a1 online resource (274 pages) $cillustrations 225 1 $aStudies in World Language Problems 311 0 $a90-272-2836-1 311 0 $a1-322-20585-X 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aEnglish in Nordic Universities; Editorial page; Title page; LCC data; Table of contents; 1. Introduction: English at Nordic universities; 1. Introduction ; 2. The roles of universities: Then and now ; 3. Universities in change: Linguistic consequences and tensions ; 4. Purpose of the volume: Contrasting ideologies and practices ; 5. Ideologies and practices: How can they be studied? ; 6. The Nordic countries: Similarities and differences ; 7. Structure and outline of the book ; References ; 2. Parallel languages in the history of language ideology in Norway; 1. Introduction 327 $a2. Language planning in Norway 3. The Norwegian lesson ; 4. English takes centre stage ; 5. The voice of higher education policy ; 6. Back to the future or lesson learned? ; References ; Appendix 1 ; 3. Language planning in practice in the Norwegian higher education sector; 1. Introduction ; 2. Status planning in practice ; 2.1 Research and academic writing ; 2.2 Teaching and learning ; 3. Corpus and acquisition planning in practice ; 3.1 Corpus planning: terminology and elaboration ; 3.2 Acquisition planning in practice ; 4. Conclusion ; References 327 $a4. Language ideology and shifting representations of linguistic threats1. Introduction ; 1.1 Approaching the objects ; 2. Re-reading history ; 2.1 The field of language planning ; 2.2 Swenglish - language ideologies from the '60s to the '80s ; 2.3 Domain loss - language ideologies of the '90s and onwards ; 2.4 Language ideology, market, and habitus ; 3. Conclusion ; Acknowledgements ; References ; 5. Zooming in on language practices in Swedish higher education; 1. Introduction ; 2. Theoretical and empirical approaches to language practice in Sweden 327 $a2.1 Normative studies on institutional practices 2.2 A study on individuals' exposure to English at Stockholm University ; 2.3 A study on classroom practice ; 3. Discussion ; 4. Conclusion ; References ; 6. Language ideologies in Finnish higher education in the national and international context; 1. Introduction ; 2. Historical overview of the Finnish HE system from a language perspective ; 3.1 Finnish language legislation: Constitutionalist bilingualism as societal bilingualism ; 3. Current language legislation ; 3.2 University legislation ; 4. Data and methodology 327 $a5. Internationalisation and its implications for language in higher education policy: two cases 5.1 Case 1: National vs. international, and language in Finnish igher education ; 5.2 Case 2: English and internationalisation of Finnish higher education ; 6. Conclusions ; References ; 7. Local majority and minority languages and English in the university; 1. Introduction ; 2. Tensions between de jure and de facto language policies of the university ; 3. Data and analytical framework ; 4. The local languages and English at the university; 4.1 A few case studies: Different responsibilities, different practices 330 $aThe article focuses on the linguistic practices of international academic staff at the University of Copenhagen (UCPH) in the context of internationalization of higher education and the policy of parallel language use (PLU) at UCPH. Both Danish and English are foreign languages for the majority of the internationals at UCPH. Many see the academia at UCPH as an expat bubble, i.e. a community within a community with its advantages and challenges. Most respondents consider English as a general working language while they find Danish helpful in administrative communication and in everyday life. 410 0$aStudies in world language problems. 606 $aEnglish philology$xResearch$zNorway 606 $aEnglish language$xInfluence on Norwegian 606 $aNorwegian language$xForeign elements$xEnglish 606 $aLanguage, Universal 615 0$aEnglish philology$xResearch 615 0$aEnglish language$xInfluence on Norwegian. 615 0$aNorwegian language$xForeign elements$xEnglish. 615 0$aLanguage, Universal. 676 $a306.4409481 702 $aHultgren$b Anna Kristina$f1971- 702 $aGregersen$b Frans 702 $aThøgersen$b Jacob 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787940803321 996 $aEnglish in Nordic universities$93779912 997 $aUNINA