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A competência multilingue no ensino superior
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Abstract(s)
Esta tese estuda a competência multilingue no ensino superior, entendida como a competência integrada de gestão do repertório linguístico.
Foram realizados quatro estudos de caso, sendo os três primeiros representativos de três áreas do ensino superior – ensino/aprendizagem, investigação, internacionalização – e o quarto um exemplo de promoção da competência multilingue. O primeiro estudo envolve uma turma composta por estudantes locais e internacionais em que foram promovidas práticas multilingues durante as aulas; o segundo estudo de caso analisa se e como a competência multilingue é 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.
Após a recolha de dados por métodos diversificados (observação, questionário, entrevista, análise dos documentos), a discussão foi guiada pelas dimensões social, institucional, individual e discursiva do multilinguismo. Emergiu a existência de repertórios linguísticos muito amplos. Em alguns casos, estes repertórios são estimulados, utilizados e desenvolvidos através da promoção de cursos de línguas e da utilização de práticas multilingues. Em outros casos, as línguas são mantidas separadas e é deixada aos indivíduos a capacidade para saber gerir os seus repertórios linguísticos. Observou-se também um grande uso da língua inglesa em todos os âmbitos do ensino superior, o que cria uma forma de bi ou trilinguismo com as língua(s) local(is) e que foi particularmente evidente na área da investigação. Evidenciou-se o impacto da competência multilingue na gestão do compromisso entre a mobilidade e a inclusão (nos termos definidos no projeto MIME).
Concluiu-se que a utilização e o desenvolvimento da competência multilingue podem ser promovidos de formas diferentes no ensino superior: através de cursos multilingues específicos ou da promoção dos cursos de línguas; através da promoção da mobilidade e da inclusão. Pode ainda ser utilizada como uma forma possível de comunicação, de avaliação, de construção, aquisição e difusão 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 – teaching/learning, research, internationalization – 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 – teaching/learning, research, internationalization – 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
Competência multilingue Multilinguismo Inclusão Internacionalização Ensino superior