Discourses, Practices, and Realities of Multilingualism in Higher Education

Y

13

Multilingualism; Higher Education; Language Usage; Universities; International Education; Canada Natives; English; Language of Instruction; English (Second Language); Second Language Learning; Political Influences; Educational Practices; Social Influences; Foreign Countries; College Faculty; Teacher Attitudes; Land Settlement; Criticism; Monolingualism; Second Languages; Foreign Students; American Indian Languages; Access to Education; Immigrants; Second Language Instruction

0826-435X

This "Perspectives" article explores the changing sociolinguistic realities of Canadian postsecondary institutions focusing on tensions and contradictions around two prominent discourses: internationalization and indigenization of higher education. In doing so, we focus on a common challenge: English dominance in Canadian universities. This linguistic hegemony persists in a time of Truth and Reconciliation and indigenization of education as well as within the intensified discourse of internationalization in the new global political economy. As professors of language education in two prairie province universities, we draw on examples from our own contexts and consider the potential mismatches between positive discourses about multilingualism and practices and structural realities that do not support on-the-ground multilingualism. We situate our discussion within a larger social, political economic context of contemporary colonialism and capitalism. Our goal is to introduce a critique of the ongoing role Canadian universities play in producing settler colonialism and English monolingualism as well as to provide suggestions to engage more meaningfully with multilingualism in today's higher education across Canada.

As Provided

2019

EJ1230902