Managing plurilingual and intercultural practices in the workplace : the case of multilingual Switzerland / edited by Georges Lüdi, Katharina Höchle Meier, Patchareerat Yanaprasart.

Format:

Book

Contributor:

Lüdi, Georges, editor.

Höchle Meier, Katharina, editor.

Yanaprasart, Patchareerat, editor.

Series:

Multilingualism and diversity management ; Volume 4.

Multilingualism and Diversity Management, 2210-7010 ; Volume 4

Language:

English

Subjects (All):

Multilingualism--Switzerland.

Multilingualism.

Language in the workplace--Switzerland.

Language in the workplace.

Diversity in the workplace--Management--Switzerland.

Diversity in the workplace.

Multilingual communication--Switzerland.

Multilingual communication.

Lingua francas--European Union countries.

Lingua francas.

Languages in contact--European Union countries.

Languages in contact.

Physical Description:

1 online resource (384 pages) : illustrations.

Edition:

1st ed.

Place of Publication:

Amsterdam, [Netherlands] ; Philadelphia, [Pennsylvania] : John Benjamins Publishing Company, 2016.

Summary:

The contributions in this volume stem from different lines of research and represent both a continuation and an advancement of the European DYLAN project. The book addresses the meanings and implications of multilingualism and plurilingual repertoires as well as the ways in which cultural diversity is managed in companies and institutions in Switzerland. Characterised by official quadrilingualism, but also by new dimensions of multilingualism resulting from massive immigration, important workforce mobility and increasing globalisation, Switzerland offers an ideal laboratory for studying phenomena linked to multilingualism and cultural diversity. On the one hand, a special focus is put on the best practices of diversity management and language regimes with particular attention paid to the interplay between official languages and English, and to ways of leveraging diversity awareness, fostering cultural inclusiveness and enhancing intercultural learning in vocational education and training.On the other hand, the chapters examine at close range the way actors' plurilingual repertoires are developed and how their use is adapted to particular objectives and specific conditions. Being observed in several types of multilingual professional settings, the plurilingual strategies, including English as lingua franca, are particularly examined in terms of power relations and processes of inclusion or exclusion.

Contents:

Intro

Managing Plurilingual and Intercultural Practices in the Workplace

Editorial page

Title page

LCC data

Table of Contents

Introduction

1.1 The context

1.2 The research background

1.3 Methodological considerations

1.4 Conceptual framework and key concepts

1.4.1 Multilingual repertoires

1.4.2 Language Choice, Code-switching and Plurilingual Speech

1.4.3 Plurilingualism and multiculturalism

1.4.4 Representations and ideologies

1.4.5 Multiplicity of voices or polyphony

1.5 Presentation of this Book

Power in the Implementation of Plurilingual Repertoires

2.1 Introduction

2.2 Basis for a conceptual framework

2.3 Actors' use of their room for manoeuvre in language management within a single communication event (〈Dept Store A〉)

2.4 The emergence of English in a Swiss National Company (〈Public Service A〉)

2.5 Monolingual and plurilingual strategies at various communication events (〈Pharma A〉)

2.5.1 Research laboratory

2.5.2 Section meeting

2.5.3 Scientific meeting

2.5.4 Editorial meeting

2.6 Summary

From language regimes to multilingual practices in different settings

3.1 The case for multinational companies

3.1.1 Contextualisation

3.1.2 The Dominant Discourse or Endoxa

3.1.3 Alternative communicative strategies in mixed teams

3.1.4 The variability of language choice in a multilingual setting

3.1.5 Final remarks

3.2 Interactional negotiation of linguistic heterogeneity: Accommodation practices in intercultural hotel service encounters

3.2.1 Hotel service encounters and front-desk real work

3.2.2 Linguistic and cultural heterogeneity

3.2.3 Front-desk language negotiation: Communicative practices and accommodation work

3.2.4 Investigating interactions at receptions: methodology and data

3.2.5 Examples of language negotiation.

3.2.5.1 Check-in/out openings

3.2.5.2 Convergence with the client's language

3.2.5.3 Lingua franca as a client's support

3.2.5.4 "Foreigner talk" as a facilitation of the client

3.2.6 Concluding remarks: Accomplishing intersubjectivity and controlling work communication

3.3 Language regime in the Swiss armed forces between institutional multilingualism, the dominance of German, English and situated plurilanguaging

Discussion

3.4 The plurilingual challenges at the workplace for Spanish-speaking migrant women

3.4.1 Introduction

3.4.2 Conceptual framework

3.4.3 Method and research field

3.4.4 Interaction in the work environment

3.4.4.1 Spanish is enough

3.4.4.2 The host language is a must

3.4.4.3 English is important, but not sufficient

3.4.4 Discussion and concluding remarks

3.5 "Doctor, are you plurilingual?" Communication in multilingual health settings

Visual manifestations of institutional multilingualism

4.1 Diversity management on corporate websites

4.1.1 Introduction

4.1.2 Conceptual framework

4.1.2.1 E-commerce/e-business

4.1.2.2 Marketing strategy and language choice

4.1.2.3 Website localisation and language issue

4.1.3 Results

4.1.3.1 Language choice on webpages

4.1.3.2 Offering jobs

4.1.3.3 Multilingual e-commerce

4.1.4 Conclusion

4.2 The Semiotic landscape of a company between linguistic management and practice

4.2.1 Introduction

4.2.2 Methodology and fieldwork

4.2.3 Results

4.2.4 Discussion

The challenge of the management of diversity

5.1 Organisational diversity management

5.1.1 Introduction

5.1.2 Methodology and data

5.1.3 Conceptual framework

5.1.3.1 Corporate culture and organisations

5.1.3.2 Diversity, a strategic issue for organisational and institutional performance.

5.1.3.3 Organisational diversity management: integration, inclusion and inclusiveness

5.1.3.4 State of the art in Switzerland

5.1.4 The voices of the people in charge of diversity management in Switzerland

5.1.4.1 Profile, Team Composition, Functions and Organisational Structure

5.1.4.2 The valorisation of organisational diversity management

5.1.4.3 Towards an inclusive corporate culture

5.1.4.4 Diversity management initiatives, measurement and indicators

5.1.5 Discussion

5.1.6 Conclusion

5.2 Language diversity management

5.2.1 Introduction

5.2.2 Language dimension in diversity management

5.2.2.1 Language, an almost forgotten aspect

5.2.2.2 Language management philosophies

5.2.3 Language management models

5.2.3.1 In search of global monolingual solutions

5.2.4.2 Between "Imposed" English and Multi-/Plurilingualism in Use

5.2.4.3 An Example of a Bilingual Institutional Language Philosophy

5.2.4.4 Institutional multilingualism in an American company accommodating the Swiss market

5.2.4.5 Institutional trilingualism in swiss national companies

5.2.5 Discussion

5.2.6 Conclusion

5.3 Diversity management: Language and culture

5.3.1 Introduction

5.3.2 Functional multilingual resources from the perspective of intercultural communication

5.3.3 A multilingual inclusiveness culture

5.3.4 Conclusion

The perspective of professional training

6.1 Transnational vocational traineeships in the multilingual upper rhine region

6.1.1 Background

6.1.1.1 The geopolitical and linguistic context in the Upper Rhine region

6.1.1.1 A diverse educational context

6.1.2 Apprenticeship: A form of vocational training

6.1.2.1 The status of apprenticeship in the Upper Rhine countries

6.1.2.2 The relative absence of foreign languages in vocational training

Anchor 118.

6.1.3 Language acquisition during exchanges and traineeships

6.1.4 Vocational traineeships at 〈Factory A〉

6.1.4.1 Staff-focused company 'philosophies'

6.1.4.2 The company view: Why provide vocational traineeships?

6.1.4.3 Why do young people take part in traineeships?

6.1.4.4 Experiences with traineeships, and their benefits

6.1.4.5 Improving language skills through a traineeship: The example of Tim

Anchor 126

6.1.5.1 Polyphony in discourses on the goals and benefits of traineeships

6.1.5.2 The potential of traineeships to change representations

6.1.6 Conclusion

6.2 PluriMobil meets DYLAN - Practical resources for supporting plurilingual and intercultural learning in vocational student mobility

6.2.1 Introduction

6.2.2 Fostering learning mobility experiences in vocational contexts

6.2.3 What is PluriMobil?

Anchor 134

6.2.4.1 PluriMobil lesson plans for upper secondary vocational school

6.2.4.2 Description of a mobility experience as a first step towards a learning scenario

6.2.4.3 Learning scenario and lesson plans: activities for preparing the students for the stay abroad

6.2.5 Conclusions and perspectives

Conclusions

7.1 Back to the Start

7.2 Diversity management as a challenge for companies

7.3 Moving from the "Priority-to-English" ideology

7.4 Integrated plurilingual competence

7.5 Pluriliteracy

7.6 Intercultural competences

7.7 Language and power

7.8 Educational language policies

7.9 Plurilingual solutions, a utopia?

References

Transcription conventions

Author Index

Subject Index.

Notes:

Includes bibliographical references and indexes.

Description based on print version record.