Neoliberal language policies and linguistic entrepreneurship in Higher Education: Lecturers' perspectives
This paper analyzes English-Medium-Instruction (EMI) lecturers' orientations towards neoliberal language policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers' biographic narratives, audiologs and video/audio-recorded observations, collected i...
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| Tipo de recurso: | artículo |
| Estado: | Versión enviada para evaluación y publicación |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/70172 |
| Acceso en línea: | https://doi.org/10.1075/lcs.19018.dal http://hdl.handle.net/10459.1/70172 |
| Access Level: | acceso abierto |
| Palabra clave: | Neoliberal language-in-education policies Linguistic entrepreneurship English-Medium Instruction lecturers Language biographic narrative |
| Sumario: | This paper analyzes English-Medium-Instruction (EMI) lecturers' orientations towards neoliberal language policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers' biographic narratives, audiologs and video/audio-recorded observations, collected in a market-oriented Catalan university. I show that lecturers problematize Englishization policies but operationalize them by presenting themselves as leading actors in the deployment of EMI. Following 'managerialism' logics, they envision English as an economically-convertible "career skill" imperative to meet new economic employability/workplace demands. They carve advantaged professional ethos linked to their self-attained English-language resources. They devalue their "non-native" accent but present themselves as content and English-language lecturers, distinguishing themselves from "ordinary" colleagues who teach in local languages, in narratives of "competitiveness" whereby they naturalize a socially-stratifying system of meritocracy/revenue grounded on the marketization of English. This contributes to understand neoliberal-governance regimes which impose language-based mechanisms for lecturers' profiling based on views of education as the corporatized "making" of productive workers-to-be. |
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