1,670
Views
2
CrossRef citations to date
0
Altmetric
Research Article

The reconstruction of academic identity through language policy: a narrative approach

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 313-329 | Received 13 Jun 2020, Accepted 17 Jun 2020, Published online: 06 Jul 2020

References

  • Anchimbe, E. (2007). Linguistic identity in postcolonial multilingual spaces. Newcastle,UK: Cambridge Scholars Publishing.
  • Anderson, S., & Anderson, B. (2012). Preparation and socialization of the education professoriate: Narratives of doctoral student-instructors. International Journal of Teaching and Learning in Higher Education, 24(2), 239–251.
  • Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham, UK: SRHE/Open University Press.
  • Bash, L. (2009). Engaging with cross-cultural communication barriers in globalized higher education: The case of research-degree students. Intercultural Education, 20(5), 475–483.
  • Berg, L. (2009). Qualitative research methods for the social science. Boston, MA: Pearson Publications.
  • Bourdieu, P. (1988). Homo academicus (Trans: Collier, P.). Stanford: Stanford University Press.
  • Cameron, D. (2005). Language, gender, and sexuality: Current issues and new directions. Applied Linguistic, 26(4), 482–502.
  • Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–345.
  • Cohen, L. (2006). Remembrance of things past: Cultural process and practice in analysis of career stories. Journal of Vocational Behaviour, 69(2), 189–201.
  • Demont-Heinrich, C. (2007). The Ideological Construction of the Juggernaut of English: A critical analysis of American prestige press coverage of the globalisation of language. Studies in Language and Capitalism 2, 107–44. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.232.9934&rep=rep1&type=pdf
  • Evans, L., & Nixon, J. (2015). Academic identities in higher education: The changing european landscape. London, UK: Bloomsbury Publishing.
  • Ferguson, G. (2006). Language planning and education. Edinburgh: Edinburgh University Press.
  • Foucault, M. (1982). Two Lectures. In C. Gordon, M. Leo, M. John, & S. Kate (Eds.), Selected interviews and other writings, 1972–1977, (pp. 241–244).  New York: Pantheon Books.
  • Gill, H. (2003). Language choice, language policy and the tradition modernity debate in culturally mixed postcolonial communities: France and the ‘francophone’ Maghreb as a case study. In Suleiman, Y. (ed.). Language and society in the Middle East and North Africa, (pp. 122–136). Routledge Curzon: London and New York.
  • Gronemeyer, M. (1992). Helping. In W. Sachs (Ed.), The development dictionary: A guide to knowledge as power (pp. 55–73). London: Zed Books.
  • Hamel, R. (2007). The dominance of English in the international scientific publication literature. AILA Review, 20, 53–71.
  • Henkel, M. (2010). Change and continuity in academic and professional identities. In G. Gordon & C. Whitchurch (Eds.), Academic and professional indefinites in higher education. (pp. 7–17). Routledge.
  • Jenkins, J. (2018). The internationalization of higher education: But what about its lingua franca? In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context (pp. 15–31). Abingdon, UK: Routledge.
  • Keller, G. (1998). Does higher education research need revisions? The Review of Higher Education, 21(3), 267–278.
  • Leisyte, L., & Wilkesmann, U. (2016). Organizing academic work in higher education: Teaching, learning and identities. London and New York: Routledge.
  • Liddicoat, A. (2013). Language-in-education policies: The discursive construction of intercultural relations. Bristol, UK: Multilingual Matters.
  • Liddicoat, A. (2016). Language planning in universities: Teaching, research and administration. Current Issues in Language Planning, 17(3–4), 231–241.
  • McMahon, S., & Dyer, M. (2014, August 27–29). A narrative approach to professional identity. In EARLI SIG 14 Conference – Learning and Professional Development. Oslo, Norway: University of Oslo.
  • Mendoza-Denton, R., Downey, G., Purdie, V., Davis, A., & Pietrzak, J. (2002). Sensitivity to status-based rejection: Implications for African-American students’ college experiences. Journal of Personality and Social Psychology, 83(4), 896–918.
  • Phillipson, R. (2018). Forward. In R. Barnard & Z. Hasim (Eds.), English medium instruction programmes: Perspectives from South East Asian Universities (pp. xiii-xv). New York: Routledge.
  • Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistic. Oxford, England: Oxford University Press.
  • Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 23–44.
  • Qatar National Development Strategy 2011–2016. (2011). Doha, Qatar: Qatar General Secretariat for Development Planning. Retrieved from http://www.gsdp.gov.qa/gsdp_vision/docs/NDS_EN.pdf
  • Qatar University. (2012). University fact book: Faculty and staff 2012–2013. Office of Institutional Planning and Development (OIPD), Qatar University: Doha, Qatar.
  • Qatar University. (2016). Strategic plan 2017–20: The white paper. Doha, Qatar: Author.
  • Qatar’s Third Human Development Report. (2012). Expanding the capacities of Qatari youth: Mainstreaming young people in development. Retrieved from http://www.youthpolicy.org/library/wp-content/uploads/library/2012_Qatar_Human_Development_Report_Eng.pdf
  • Rehg, K., & Campbell, L. (2018). The Oxford handbook of endangered languages. New York, USA: Oxford University Press.
  • Ricento, T. (2006). An introduction to language policy: Theory and method. London: Blackwell.
  • Said, E. (1993). Culture and Imperialism. London: Chatto &Windus.
  • Saldana, J. (2009). The coding manual for qualitative researchers. London: SAGE Publication Ltd.
  • Shenton, A. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
  • Skuttnab-Kangas, T. (2003). Linguistic diversity and biodiversity: The threat from killer languages. In C. Mair (Ed.), The politics of English as a world language [ASNEL papers 7] (pp. 31–52). Amsterdam: Rodopi.
  • Tlostanova, M., & Mignolo, W. (2009). Global coloniality and the decolonial option. Kult, 6, 130–147.
  • Wazen, C (2016). How Qatar University became the most international institution in the world. The World Rankings. Retrieved from https://www.timeshighereducation.com/blog/how-qatar-university-became-most-international-institution-world
  • Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Abingdon, UK: Routledge.
  • Whitchurch, C. (2013). Reconstructing identities in higher education. London: Routledge.