Neoliberal language policies and linguistic entrepreneurship in Higher Education: Lecturers' perspectives
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This paper analyzes English-Medium-Instruction (EMI) lecturers' orientations towards neoliberal language policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers' biographic narratives, audiologs and video/audio-recorded observations, collected in a market-oriented Catalan university. I show that lecturers problematize Englishization policies but operationalize them by presenting themselves as leading actors in the deployment of EMI. Following 'managerialism' logics, they envision English as an economically-convertible "career skill" imperative to meet new economic employability/workplace demands. They carve advantaged professional ethos linked to their self-attained English-language resources. They devalue their "non-native" accent but present themselves as content and English-language lecturers, distinguishing themselves from "ordinary" colleagues who teach in local languages, in narratives of "competitiveness" whereby they naturalize a socially-stratifying system of meritocracy/revenue grounded on the marketization of English. This contributes to understand neoliberal-governance regimes which impose language-based mechanisms for lecturers' profiling based on views of education as the corporatized "making" of productive workers-to-be.
Is part ofLanguage, Culture and Society, 2020, vol. 2, núm. 2, p. 174-196
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