This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
Nana Clemensen is an assistant professor and holds a PhD in language socialisation among children in Southern Zambia. Her general research interests are language and literacy socialisation and linguistic agency among children across different spatial and institutional settings. She is currently studying 6 to 10-year-old children’s negotiation of social and linguistic practices among families living in a large apartment complex in Western Copenhagen. E-mail: firstname.lastname@example.org
Lars Holm is an associate professor and holds a PhD in literacy and globalisation. His general research interests are language and literacy in multilingual and postcolonial educational settings. He has recently carried out research in language testing concepts and practices in educational contexts, and he is currently external researcher in the research project Sign of Language (2008–2018) examining the literacy testing practices in multilingual classrooms. Since 2016 he has been affiliated to CeDif (Center for Research in Day Care Centers) examining discourses around child language and language practices in Danish day care centres. E-mail: email@example.com
Chandrasoma, R., Thompson, C. and Pennycook, A. (2004) ‘Beyond plagiarism: transgressive and nontransgressive intertextuality’, Journal of Language, Identity and Education 3, no. 3: 171–193.10.1207/s15327701jlie0303_1)| false
Makalela, L. (2016) ‘Translanguaging practices in a South African institution of higher learning: a case of Ubuntu multilingual return’, in C.M.Mazak and K.S.Caroll (eds) Translanguaging in Higher Education. Beyond Monolingual Ideologies, Bristol: Multilingual Matters, 11–28.
Makalela, L. (2016) ‘Translanguaging practices in a South African institution of higher learning: a case of Ubuntu multilingual return’, in C.M.Mazak and K.S.Caroll (eds) Translanguaging in Higher Education. Beyond Monolingual Ideologies, Bristol: Multilingual Matters, 11–28.10.21832/9781783096657-004)| false
Mariou, E., Bonacina-Pugh, F., Martin, D. and Martin-Jones, M. (2016), ‘Researching language-in-education in diverse, twenty-first century settings’, Language and Education 30, no. 2: 95–105.10.1080/09500782.2015.1103256)| false
McCambridge, L. and Pitkänen-Huhta, A. (2012) ‘Discourses of literacy on an international Masters programme: examining students’ academic writing norms’, in A.Pitkänen-Huhta and L.Holm (eds), Literacy Practices in Transition: Perspectives from the Nordic Countries, Bristol: Multilingual Matters, 165–186.
McCambridge, L. and Pitkänen-Huhta, A. (2012) ‘Discourses of literacy on an international Masters programme: examining students’ academic writing norms’, in A.Pitkänen-Huhta and L.Holm (eds), Literacy Practices in Transition: Perspectives from the Nordic Countries, Bristol: Multilingual Matters, 165–186.10.21832/9781847698414-010)| false
Rienecker, L. (2007) ’Skrivning og kunnskapsbygging i høyere utdanning – hva vet vi, hva trenger vi å vite?’, in S.Matre and T.L.Hoel (eds) Skrive for nåtid og framtid. Skriving og rettleiing i høgre utdanning, Vol.2, Trondheim: Tapir, 32–45.
Rienecker, L. (2007) ’Skrivning og kunnskapsbygging i høyere utdanning – hva vet vi, hva trenger vi å vite?’, in S.Matre and T.L.Hoel (eds) Skrive for nåtid og framtid. Skriving og rettleiing i høgre utdanning, Vol.2, Trondheim: Tapir, 32–45.)| false
Scott, M. (1999) ’Agency and subjectivity in student writing’, in C.Jones, J.Turner and B.Street (eds) Students Writing in the University: Cultural and Epistemological Issues, Amsterdam: Benjamins.
Scott, M. (1999) ’Agency and subjectivity in student writing’, in C.Jones, J.Turner and B.Street (eds) Students Writing in the University: Cultural and Epistemological Issues, Amsterdam: Benjamins.)| false
Starfield, S. (2002) ‘“I’m a second-language English speaker”: negotiating writer identity and authority in Sociology One’, Journal of Language, Identity and Education 1, no. 2: 121–140.10.1207/S15327701JLIE0102_02)| false
The Arctic is one of Russia’s treasures. However, Arctic economic development means that business is invading lands that are sacred to indigenous peoples. As a rule, regional authorities are interested in tax revenues from subsoil users, prompting them to decide the culture-or-mining dilemma in favor of the latter. But this does not mean that the price of this encroachment on indigenous lands remains uncalculated. Since its establishment in 2010, Yakutia’s Ethnological Expertise Committee has developed a tool for assessing the damage caused to indigenous communities by subsoil users. The problem of getting businesses to compensate indigenous communities has yet to be solved. This article seeks answers to the problem of fair compensation methods and explores modes of partnership and cooperation on traditional lands.
Having devoted an entire issue of the journal (and some overflow into the
following one) to the current state of Yiddish, there was an obvious logic in
attempting to do the same for the state of Ladino. But whereas the sound of
Yiddish, albeit in a vulgarized form, is familiar, and access to texts and
scholars working in the field is relatively easy, Ladino presents an entirely
different set of problems. It has no obvious speakers to promote it today in
Anglo-Saxon countries, and the subject belongs more to the realm of
specialized studies. So the Editorial Board was delighted when Hilary
Pomeroy agreed to help us in suggesting possible contributors. Hilary
Pomeroy teaches courses on the culture and history of Sephardi Jewry in the
Department of Hebrew and Jewish Studies, University College London, and
has chaired the British Conference on Judeo-Spanish Studies, an international
scholarly resource, since 1995. Once the list began to come together, it became
obvious that it needed particular expertise to edit the issue effectively, and
Hilary generously accepted the invitation to take on this task.
This article addresses the complex relationships between political discourses, demographic constellations, the affordances of new technologies, and linguistic practices in contemporary Germany. It focuses on political and personal responses to the increasingly multilingual nature of German society and the often-conflicting ways in which “the German language” figures in strategies promoting social integration and Germany's global position. In order to do this, the idea of “the German language” is contextualized in relation to both internal and external processes of contemporary social change. On the one hand, changes to the social order arising from the increasingly complex patterns of inward migration have led to conflicts between a persistent monolingual ideology and multilingual realities. On the other hand, changes in the global context and the explosive growth of new social media have resulted in both challenges and new opportunities for the German language in international communication. In this context, the article explores internal and external policy responses, for example, in relation to education and citizenship in Germany, and the embedding of German language campaigns in strategies promoting multilingualism; and impacts on individual linguistic practices and behaviors, such as the emergence of “multiethnolects” and online multilingualism.
Combining history, theology, and the cognitive study of religion, this article offers a new interpretation of the origins and purpose of the fourth-century Trinitarian theology known as Homoianism, suggesting that it aimed to create an “entry-level“ Christianity as a first step in gradually easing polytheists into Christianity. It highlights the polemical nature of Homoianism's characterization as “Arianism,“ and examines the beliefs of Homoianism's proponents, including those of Ulfila, the “apostle of the Goths.“ This article suggests that the Homoian view of the Trinity attempted to map non-Christian intuitions of divinity onto the Christian doctrine of God. It points to Homoianism's Western origins on the Roman Empire's strategically important Danubian frontier, arguing that a Homoian creed should be seen not only in the wider context of the “Arian Controversy,“ but also as part of attempts to ensure the peaceful Romanization of the Goths.