Learning and Teaching Multilingually in Higher Education.

Format:

Book

Author/Creator:

Yanaprasart, Patchareerat.

Language:

English

Subjects (All):

Multilingualism.

Language policy.

Physical Description:

1 online resource (158 pages)

Edition:

1st ed.

Place of Publication:

Bristol : Multilingual Matters, 2026.

Summary:

This book examines the intersections of internationalisation, policy, student experience and teaching practices of multilingual teachers in higher education. It provides fresh insights into what it means to teach and learn across diverse linguistic landscapes and envisions a more inclusive, humanised and equitable approach to higher education.

Contents:

Learning and Teaching Multilingually in Higher Education

DOI https://doi.org/10.21832/YANAPR2170

Contents

Foreword

1 Introduction. Why a Book on Learning and Teaching Multilingually in Higher Education?

1.1 Introduction

1.2 Background

1.3 Book Overview

1.4 Conclusion

2 Internationalisation in and of Higher Education

2.1 Introduction

2.2 Diversity in Higher Education

2.3 Diversity and Inclusion

2.4 Internationalisation in and of Higher Education

2.5 Internationalisation: A Mission to Meet the Evolving Needs of Students

2.6 What Students Think… Is the University of Geneva an International University?

2.7 Discussion

2.8 Conclusion

3 Language Policies in Higher Education

3.1 Introduction

3.2 The Link Between Internationalisation in Higher Education and Language Policy

3.3 What Institutions Do: Enacting Language Ideologies in Different Contexts

3.4 What Students Say: Is the University of Geneva a MonoBi-Multilingual University?

3.5 Language of Instruction in Study Programmes in Geneva

3.6 Discussion

3.7 Conclusion

4 Academic Mobility

4.1 Introduction

4.2 Internationalisation and Academic Mobility

4.3 Academic Mobility: An Intercultural Journey

4.4 Discussion

4.5 Conclusion

Discussion Part 1 Learning Multilingually in Higher Education

5 The Bi-National Empirical Study: Methodological Considerations

5.1 Introduction

5.2 The Context

5.3 Data Collection and Participants

5.4 Procedures of Data Analysis

5.5 Conclusion

6 Beliefs About Authentic (Multilingual) Teachers and Teaching in Higher Education

6.1 Introduction

6.2 What Kinds of Teachers in Higher Education Are We Talking About?

6.3 Authenticity, Accent… and Appropriateness

6.4 Case Study: Authenticity and Authentic Teachers in Higher Education.

6.5 Discussion and Conclusion

7 Students' Beliefs About Multilingual Teachers and Teaching in Higher Education

7.1 Introduction

7.2 Beliefs about Multilingual Teachers

7.3 Beliefs about Multilingual Teaching in Geneva and Hamburg

7.4 Discussion and Conclusion

8 Language, Knowledge and Power in Higher Education: Teaching and Producing Knowledge Multilingually

8.1 Introduction

8.2 The Relationship Between Language, Knowledge and Power

8.3 Which Teacher Speaks Which Language(s)?

8.4 Linguistic Power and Epistemic Legitimacy in the Production of Knowledge

8.5 Back to the Empirical Study

8.6 Discussion and Conclusion

Discussion Part 2 Teaching and Living Multilingualism in Higher Education during Neoliberal Times

Afterword: Humanising Learning and Teaching in Higher Education Through Multilingualism

Introduction

Rethinking HE Internationalisation

Drawing a Productive Scene of Studying, Teaching and Researching Across Languages and Cultures

Connecting Learning and Teaching Multilingually with 'Global Social Justice' and 'Global Cognitive Justice'

Concluding Remarks

References

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

Other Format:

Print version: Yanaprasart, Patchareerat Learning and Teaching Multilingually in Higher Education

ISBN:

9781800412187

OCLC:

1587894717