Call for papers for Special issue on
Plurilingual expatriate teachers’ in Higher Education: roles and impacts
Guest Editors: Silvia MELO-PFEIFER & Patchareerat YANAPRASART
Higher education scenarios have been increasingly dealing with issues such as the internationalization of staff, students and teachers and with the evaluation of their performances, regarding rankings, competitiveness comparisons, accountability and international attractiveness of institutions. In this process, educational institutions are not only expected to attract international students but also to internationalize their faculties by recruiting the most talented staff irrespective of their country of origin or their scientific approach to support this goals of internationalization.
Crisscrossing actual thematic strands related to academic linguistic policies, quality evaluation in Higher Education and internationalization strategy, this special issue will focus on the roles and the impacts of plurilingual emigrant teachers in Higher Education as perceived and described by institutions, colleagues and students.
Under the label ‘international’, synonymous with modernity and attractiveness, English, often portrayed as ‘the language of internationalization’. The aim of this special issue is to pay a closer look not only on the policy of English as academia lingua franca, but also on other linguistic contexts and constellations in the following scenarios:
– teachers whose first language is the institutional/local langue and teach in another language;
– teachers whose first language is not the institutional/local language teach in the institutional/local language;
– teachers whose first language is not the institutional/local language teach in another language.
As a matter of fact, the problematics attached to the languages in which teachers are called to teach and socialize in, have so far attracted little attention in academic research. The most studied scenario has been until now attached to English linguistic competencies, disregard of other languages. Additionally, regarding the evaluation of non-native teachers in Higher Education, a particular attention was given to students’ perception of quality, efficacy and professionalism, and the way beliefs about linguistic competence mediates that perception, this in terms of the dichotomy between “normativity”, “idealism”, “correctness” and “authenticity”, “creativity”, “personality”. Some thematic strands worthwhile further investigations that will be dealt with in the scope of this special issue (but not limited to) are:
Students’, Peer’s and institutional perception of plurilingual emigrant Higher education teachers on the quality of teaching and learning ;
Challenges of non-native teachers in the academia;
Socialization of emigrant teachers: tension, conflicts and hindrances;
Language policy in internationalized universities and its impact on teaching practices and teaching performance;
Role and impact of plurilingual teachers in academic settings in the time of internationalization: resources or obstacles;
Between top-down decisions and bottom-up practices in multilingual universities: contexts and implications
Launching of call for paper: 1 September 2017
Reception of abstracts: 1 January 2018
Acceptance of abstracts: 1 Mars 2018
Reception of full-contributions: 31 July 2018
Peer-review period: 1 October 2018
Submission of revised paper: 1 December 2018
Publication date: Autumn 2019, 9(3) 2019
About Guest editors
Sílvia Melo-Pfeifer is Associate Professor in the Department of Education, at the University of Hamburg (Germany). Her professional website: https://www.ew.uni-hamburg.de/ueber-die-fakultaet/personen/melo-pfeifer.html.
Patchareerat Yanaprasart is a lecturer at the Ecole de langue et de civilisation françaises, University of Geneva (Switzerland). Her professional website: https://www.unige.ch/lettres/elcf/fr/contact/pageenseignants/yanaprasart/.
Contacts Silvia MELO-PFEIFER
University of Hamburg
University of Geneva