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A competĂȘncia multilingue no ensino superior
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Abstract(s)
Esta tese estuda a competĂȘncia multilingue no ensino superior, entendida como a competĂȘncia integrada de gestĂŁo do repertĂłrio linguĂstico.
Foram realizados quatro estudos de caso, sendo os trĂȘs primeiros representativos de trĂȘs ĂĄreas do ensino superior â ensino/aprendizagem, investigação, internacionalização â e o quarto um exemplo de promoção da competĂȘncia multilingue. O primeiro estudo envolve uma turma composta por estudantes locais e internacionais em que foram promovidas prĂĄticas multilingues durante as aulas; o segundo estudo de caso analisa se e como a competĂȘncia multilingue Ă© utilizada pelos investigadores num centro de investigação; o terceiro estudo de caso diz respeito ao acolhimento de estudantes internacionais numa universidade em contexto bilingue; o quarto estudo de caso realiza-se num curso livre de comunicação multilingue e intercultural.
ApĂłs a recolha de dados por mĂ©todos diversificados (observação, questionĂĄrio, entrevista, anĂĄlise dos documentos), a discussĂŁo foi guiada pelas dimensĂ”es social, institucional, individual e discursiva do multilinguismo. Emergiu a existĂȘncia de repertĂłrios linguĂsticos muito amplos. Em alguns casos, estes repertĂłrios sĂŁo estimulados, utilizados e desenvolvidos atravĂ©s da promoção de cursos de lĂnguas e da utilização de prĂĄticas multilingues. Em outros casos, as lĂnguas sĂŁo mantidas separadas e Ă© deixada aos indivĂduos a capacidade para saber gerir os seus repertĂłrios linguĂsticos. Observou-se tambĂ©m um grande uso da lĂngua inglesa em todos os Ăąmbitos do ensino superior, o que cria uma forma de bi ou trilinguismo com as lĂngua(s) local(is) e que foi particularmente evidente na ĂĄrea da investigação. Evidenciou-se o impacto da competĂȘncia multilingue na gestĂŁo do compromisso entre a mobilidade e a inclusĂŁo (nos termos definidos no projeto MIME).
Concluiu-se que a utilização e o desenvolvimento da competĂȘncia multilingue podem ser promovidos de formas diferentes no ensino superior: atravĂ©s de cursos multilingues especĂficos ou da promoção dos cursos de lĂnguas; atravĂ©s da promoção da mobilidade e da inclusĂŁo. Pode ainda ser utilizada como uma forma possĂvel de comunicação, de avaliação, de construção, aquisição e difusĂŁo de conhecimentos.
This thesis studies multilingual competence in higher education, understood as the integrated competence for the management of the linguistic repertoire. Four case studies were carried out: the first three are representative of three areas of higher education â teaching/learning, research, internationalization â and the fourth is an example of promotion of multilingual competence. The first case study involves a class composed of local and international students, in which multilingual practices were promoted during class; the second case study examines whether and how multilingual competence is used by researchers in a research centre; the third case study concerns the reception of international students in a university in a bilingual context; the fourth case study is conducted in a non-curricular course of multilingual and intercultural communication. After collecting data using different methods (observation, questionnaire, interview, analysis of documents), the discussion was guided by the social, institutional, individual and discursive dimensions of multilingualism. The existence of very extensive linguistic repertoires has emerged. In some cases, these repertoires are stimulated, used and developed through the promotion of language courses and the use of multilingual practices. In other cases, languages are kept separate and the management of linguistic repertoires is left to the ability of the individuals. A great use of the English language was also observed in all spheres of higher education, which creates a form of bi- or trilingualism with the local language(s) and which was particularly evident in the area of research. The impact of multilingual competence on the management the trade-off between mobility and inclusion (as defined in the MIME project) was evidenced. It has been concluded that the use and development of multilingual competence can be promoted in different ways in higher education: through specific multilingual courses or through the promotion of language courses in general; and through the promotion of mobility and inclusion. It can also be used as a possible form of communication, evaluation, construction, acquisition, and diffusion of knowledge.
This thesis studies multilingual competence in higher education, understood as the integrated competence for the management of the linguistic repertoire. Four case studies were carried out: the first three are representative of three areas of higher education â teaching/learning, research, internationalization â and the fourth is an example of promotion of multilingual competence. The first case study involves a class composed of local and international students, in which multilingual practices were promoted during class; the second case study examines whether and how multilingual competence is used by researchers in a research centre; the third case study concerns the reception of international students in a university in a bilingual context; the fourth case study is conducted in a non-curricular course of multilingual and intercultural communication. After collecting data using different methods (observation, questionnaire, interview, analysis of documents), the discussion was guided by the social, institutional, individual and discursive dimensions of multilingualism. The existence of very extensive linguistic repertoires has emerged. In some cases, these repertoires are stimulated, used and developed through the promotion of language courses and the use of multilingual practices. In other cases, languages are kept separate and the management of linguistic repertoires is left to the ability of the individuals. A great use of the English language was also observed in all spheres of higher education, which creates a form of bi- or trilingualism with the local language(s) and which was particularly evident in the area of research. The impact of multilingual competence on the management the trade-off between mobility and inclusion (as defined in the MIME project) was evidenced. It has been concluded that the use and development of multilingual competence can be promoted in different ways in higher education: through specific multilingual courses or through the promotion of language courses in general; and through the promotion of mobility and inclusion. It can also be used as a possible form of communication, evaluation, construction, acquisition, and diffusion of knowledge.
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Keywords
CompetĂȘncia multilingue Multilinguismo InclusĂŁo Internacionalização Ensino superior