ERIC Number: EJ1060737
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 24
Multilingual Faculty across Academic Disciplines: Language Difference in Scholarship
Cavazos, Alyssa G.
Language and Education, v29 n4 p317-331 2015
Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they respond to the dominance of English in academia while maintaining multilingual practices. While participants cited multiple challenges in academic biliteracy, their sense of awareness of language hegemony serves as a lens that enables them to identify a variety of language practices representative of their respective language background. Multilingual academics' language experiences also illustrate that their academic engagement with language difference is diverse, which suggests a reconceptualization of traditional views of bilingual or multilingual practices. Analysis of personal interviews both affirms the dominance of the English language in academia and promotes a need for the inclusion of language difference in academia via Writing Across Communities efforts.
Descriptors: Multilingualism, College Faculty, Bilingualism, Language Dominance, Language Role, Literacy, Interviews, Native Language, English (Second Language), Academic Discourse, Scholarship, Writing for Publication, Communities of Practice, Second Languages, Language Usage, Intellectual Disciplines
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A