Abstract
This chapter focuses on the relationships between internationalisation and language policies at the University of Lleida (UdL), a bilingual institution in Catalonia. Our specific goal is to explore the tensions and ambiguities within higher education institutional policies aimed at promoting multilingualism and internationalisation, and their impact on the student body.
The analysis centres on the extent to which English, for local students, and Catalan and Spanish, for international students at UdL, represent a new challenge in their academic experience and how they react to this challenge. We reflect on some of the main features of internationalisation and language policies that the university has designed in the last 10 years, and analyse the views of international and local students in connection with the new language(s) they encounter in their courses. The sources of data for the analysis is a series of official documents produced by the university, through which the institution makes explicit the main aspects of its internationalisation and language policies, and three focus group sessions, one with international students and two with local students.
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Notes
- 1.
For the sake of convenience, this and subsequent extracts from the discussion sessions are all presented in English regardless of the language in which they were originally stated: Catalan, Spanish or English.
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Acknowledgements
This study was possible thanks to funding obtained through two different projects: FFI2008-00585/FILO funded by the Ministerio de Ciencia e Innovación, and FFI2012-35834 funded by the Ministerio de Economía y Competitividad.
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Llurda, E., Cots, J.M., Armengol, L. (2013). Expanding Language Borders in a Bilingual Institution Aiming at Trilingualism. In: Haberland, H., Lønsmann, D., Preisler, B. (eds) Language Alternation, Language Choice and Language Encounter in International Tertiary Education. Multilingual Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6476-7_10
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