Academics across borders: narratives of linguistic capital, language competence, and communication strategies

This article reports on a study that examined the personal employment paths of six international academics at a British university. To complement previous accounts of difficult migration, it focuses on the successful experiences of such academics, in particular how proficiency in English facilitated their move into employment in higher education (HE), and the linguistic competences and communication strategies they deploy in their daily activities. The article identifies key factors that have facilitated to their academic achievements and contributes to the understanding of the benefits and consequences of skilled migration. In conclusion, it suggests workplace pedagogy and policy responses that could facilitate other international academics' successful experiences in the UK HE sector.

In Support of the Matrix Language Frame Model: Evidence from Igbo-English Intrasentential Codeswitching

This paper explores the morphosyntactic features of mixed nominal expressions in a sample of empirical Igbo-English intrasentential codeswitching data (i.e. codeswitching within a bilingual clause) in terms of the Matrix Language Frame (MLF) model. Since both Igbo and English differ in the relative order of head and complement within the nominal argument phrase, the analysed data seem appropriate for testing the veracity of the principal assumption underpinning the MLF model: the notion that the two languages (in our case Igbo and English) participating in codeswitching do not both contribute equally to the morphosyntactic frame of a mixed constituent. As it turns out, the findings provide both empirical and quantitative support for the basic theoretical view that there is a Matrix Language (ML) versus Embedded Language (EL) hierarchy in classic codeswitching as predicted by the MLF model because both Igbo and English do not simultaneously satisfy the roles of the ML in Igbo-English codeswitching.

Parallel languages in the history of language ideology in Norway and the lesson for Nordic higher education

This chapter compares recent policy on the use of English and Norwegian in Higher Education with earlier policies on the relationship between the two standard varieties of Norwegian, and it charts how and why English became a policy issue in Norway. Based on the experience of over a century of language planning, a highly interventionist approach is today being avoided and language policies in the universities of Norway seek to nurture a situation where English and Norwegian may be used productively side-by-side. However, there remain serious practical challenges to be overcome. This paper also builds on a previous analysis (Linn 2010b) of the metalanguage of Nordic language policy and seeks to clarify the use of the term ‘parallelingualism’.

Igbo-English Intrasentential Codeswitching and the Matrix Language Frame model

This paper uses some data from Igbo-English intrasentential codeswitching involving mixed nominal expressions to test the Matrix Language Frame (MLF) model. The MLF model is one of the most highly influential frameworks used successfully in the study of grammatical aspects of codeswitching. Three principles associated with it, the Matrix Language Principle, the Asymmetry Principle and the Uniform Structure Principle, were tested on data collected from informal conversations by educated adult Igbo-English bilinguals resident in Port Harcourt. The results of the analyses suggest general support for the three principles and for identifying Igbo-English as a ‘classic’ case of codeswitching.

Language standardization in sociolinguistics and international business: Theory and practice across the table

This chapter addresses the issue of language standardization from two perspectives, bringing together a theoretical perspective offered by the discipline of sociolinguistics with a practical example from international business. We introduce the broad concept of standardization and embed the study of language standardization in the wider discussion of standards as a means of control across society. We analyse the language policy and practice of the Danish multinational, Grundfos, and use it as a “sociolinguistic laboratory” to “test” the theory of language standardization initially elaborated by Einar Haugen to explain the history of modern Norwegian. The table is then turned and a model from International Business by Piekkari, Welch and Welch is used to illuminate recent Norwegian language planning. It is found that the Grundfos case works well with the Haugen model, and the International Business model provides a valuable practical lesson for national language planners, both showing that a “comparative standardology” is a valuable undertaking. More voices “at the table” will allow both theory and practice to be further refined and for the role of standards across society to be better understood.

Language Teaching Methodologies, Intercultural Awareness and Autonomous Learning

This paper will examine familiar reasons for including the teaching of intercultural competence within Language Teaching before adding some less familiar ones. It will focus in particular on the question of how far intercultural competence can be learned when students are formally studying languages and how far such competence needs to be acquired autono-mously. It will though also ask to what extent being initiated to the very varied facets of in-tercultural competence during formal language study plays an important role in allowing ef-fective autonomous acquisition to take place. The paper will conclude that a significant part of the intercultural development that students need to undertake if they are to be able to communicate effectively in a foreign language must happen autonomously, but that it is, nonetheless, vital that language courses at least sow the seeds of intercultural learning in ways that will facilitate autonomous learning. As such, language courses, if they are genuinely to meet student needs, should incorporate elements of intercultural training. The paper also concludes by outlining the type of empirical research that would need to be carried out for these claims to be fully substantiated.

Gender, language and floor apportionment in political debates

Political debates are speech events which foreground issues of power and the `floor', and allow the opportunity of assessing the ways in which the gender of participants affects their construction as more or less powerful participants in debates. Debates in the British House of Commons are adversarial in style, making it appropriate to view the floor as `the site of a contest where there is a winner and a loser'. Previous research into political debates has found that male participants violate the formal rules in debates more than their female counterparts, in order to gain the floor. Although the canonical form and rules of debates exist to `permit the equalization of turns', rule violations are common, and inequalities between participants exist. In this article legal and illegal interventions are evaluated in five debates in order to establish the extent to which the gender of participants is related to the control that an individual has over the debate floor.

Gender, Power and Political Speech: Women and Language in the 2015 UK General Election

Gender, Power and Political Speech explores the influence of gender on political speech by analyzing the performances of three female party leaders who took part in televised debates during the 2015 UK General Election campaign. The analysis considers similarities and differences between the women and their male colleagues, as well as between the women themselves; it also discusses the way gender - and its relationship to language - was taken up as an issue in media coverage of the campaign.