Language learning in the age of Global English

Supervisor: Dr Ursula Lanvers

A) Rationale for the project

Focus A: As the world is learning English, how is English dominance shaping the conditions, experiences and opportunities for the learning of languages other than English? What is the effect on learners with English as (part of their) L1? What is the effect for learners learning several languages?

Any focus on the effects of Global English on language learning is welcome. This can focus on the Anglophone world, asking what effects of this global change are manifest at any level of the learning process (from micro level: individual and individual differences, to macro level: policy and societal attitude). Any foci at individual differences and psycholinguistic dimensions, such as learner attitude and motivation, should also include some level of meso-or macro analysis, such as policy analysis of socio-economic variables. Thus, motivational studies should not focus on learners of English alone. International (eg European) comparative analyses of language education policy documents, language education requirements and curricula, analyses on individual differences, and learner experiences of learning different languages simultaneously are especially welcome. Comparative analysis are welcome looking at learners of different target languages. Studies looking at formal as well as informal language learning, and especially those combining both informal and formal learning are welcome.

Focus B: As the domain of Education gets increasingly englishized, what is the effect, on both learners and teachers, of learning via the medium of English (EMI)?

Studies looking at both linguistic and psychological effects of (having to) learn or teach via English as a second language are welcome. EMI studies looking at the HE or Secondary sector, and exploring a range of both psycholinguistic approaches (looking at motivation, learner experiences, anxiety etc) as well as outcome-focused projects (proficiency and EMI, content versus language outcomes), as well as policy analyses are welcome. For the latter, particularly international comparative analysis.

Focus C: Multimodal approaches in the foreign language classroom.

Publications looking at a variety of challenging and stimulating situations in formal (school) language education, especially in the UK, such as learners with English as Second Language are welcome. Studies framing plurilingual approaches, in their manifold manifestations, as a conceptual framework and studies looking at plurilingual approaches as a possible answer to the language learning crisis in Anglophone countries are especially welcome.

B) References that should be read

Pre-reading should be tailored to your specific proposal but here are references to steer you.

For A:

Lanvers, U., Hultgren, K., and Gayton, A. M. (2019). ‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics. The Language Learning Journal, 47(1), 88-104.

Lanvers, U. (2018). ‘If they are going to university, they are gonna need a language GCSE’: Co-constructing the social divide in language learning in England. System, 76, 129-143.

Parrish, A., and Lanvers, U. (2019). Student motivation, school policy choices and modern language study in England. The Language Learning Journal, 47(3), 281-298.

For B:

Special Edition in European Journal of Language Policy ed U. Lanvers & K. Hultgren (2017): Public discourses of EMI in Europe.

Lanvers, U. (2018). Public debates of the Englishization of education in Germany: A critical discourse analysis. European Journal of Language Policy, 10(1), 39-76.

Dafouz, Emma, and Ute Smit. "English-Medium Education in International Higher Education Settings." ROAD-MAPPING English Medium Education in the Internationalised University. Palgrave Pivot, Cham, 2020. 11-38.

As well as publications by:

E. Macaro
K.A. Hultgren

For C:

Publications by I. Gogolin such as:

Gogolin, I., and Duarte, J. (2017). Super-diversity, Multilingualism and Awareness: a European perspective. Multilingualism and Language Awareness. Amsterdam: Springer (Springer Encyclopedia of Language and Education, 6). Online first: DOI, 10, 978-3.

As well as:

Stille, S., and Cummins, J. (2013). Foundation for learning: Engaging plurilingual students' linguistic repertoires in the elementary classroom. TESOL Quarterly, 47(3), 630-638.

García, O., and Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385-400.

Hall, S. J. (2018). Plurilingual positioning and its effectiveness in classroom interaction and teacher education.

C) Research aims and questions

Applications should clearly choose ONE focus from A, B or C and one sector, ie school, HE, adult education etc., one type of data (secondary data analyses or creating own data), and CLEARLY formulate research questions that can be answered with the data that is proposed.

D) Methods

Mixed methods in a variety of combinations are welcome. In particular a mixed methods approach combined of the following: Critical Discourse analysis, questionnaires in combination with qualitative analysis, Secondary data analysis of naturally generated data such as forum discussion data, online language learner data, quantitative data on uptake etc. All methods should be grounded in sociolinguistic approaches to language study.