Multilingual Universities and Globalisation - Promoting Creativity and Linguistic Human Rights? Or?

1
Multilingual Universities and Globalisation -
Promoting Creativity and Linguistic Human Rights?
Or?

• Tove Skutnabb-Kangas
• University of Roskilde, Denmark
• Åbo Akademi University, Vasa, Finland
• http//akira.ruc.dk/tovesk/
• SkutnabbKangas_at_gmail.com

2
Contents of the paper

• Prelude globalisation, neo-imperialism, force,
  agency and global English
• Monolingual, bilingual and multilingual
  universities
• The role of multilingual universities in the
  context of globalisation some questions
• (See Notes for references!)

3
Contents of the paper

• Prelude globalisation, neo-imperialism, force,
  agency and global English
• Monolingual, bilingual and multilingual
  universities
• The role of multilingual universities in the
  context of globalisation some questions

4
God and the USA 1901- 2000 -Senator Albert J.
Beveridge, Indiana, 1901 George W. Bush, 2000

• God has marked the American people as his chosen
  nation to finally lead in the regeneration of the
  world. This is the divine mission of America, and
  it holds for us all the profit, all the glory,
  all the happiness possible to man. We are
  trustees of the worlds progress, guardians of
  its righteous peace. (Beveridge, 1901)
• Our nation is chosen by God and commissioned by
  history to be a model to the world, Bush 2000

5
English according to CIAIs American English
universal,just like American values are
supposed to be?
6
English the sole global language

• A CIA report in 1997 stated that the coming five
  years would be decisive for the establishment of
  English as the sole international language.
• Hervé Lavenir de Buffon, founder of Comités
  pour le français, langue européenne, RO Magazine
  34, 22 June 2002.

7
Neo-imperialist ideas spreading again

• The rest of the world is best served by the
  USA pursuing its own interests because
• American values are universal.
• Condoleezza Rice, 2000
• EU also follows a US agenda
• (Robert Phillipson, 2005).
• Are European universities doing so too?

8
Guidelines for USA foreign policy from 1948
Bret-ton Woods, to World Bank IMF to WTO.
George Kennan, main USA BW negotiator in 1948

• We have 50 of the worlds wealth, but only
  6,3 of its population. In this situation, our
  real job in the coming period is to devise a
  pattern of relationships which permit us to
  maintain this position of disparity. To do so, we
  have to dispense with all sentimentality ... we
  should cease thinking about human rights, the
  raising of living standards, and democratisation

9
Globalisation imperialismdefinitions
10
Colonialism - imperialism -globalisation -
definitions

• Colonialism, the conquest and direct control of
  other peoples land, is a particular phase in the
  history of imperialism.
• Imperialism is now best understood as the
  globalisation of the capitalist mode of
  production, its penetration of previously
  non-capitalist regions of the world, and
  destruction of pre- or non-capitalist forms of
  social organization. (Williams Chrisman 1993
  2)

11
Pierre Bourdieu globalisation is ideological
universalisation of particular models

• France, glorifying the French society as
  the presumed incarnation of the Rights of Man
  saw the inheritance of the French Revolution
  as the model for all possible revolutions.
  Bourdieu (2001 96-97) describes today's
  globalisation
•  

12
Pierre Bourdieu globalisation is ideological
universalisation of particular models

• Bourdieu (2001 96-97) describes today's
  globalisation as a pseudo-concept that is both
  descriptive and prescriptive. It has replaced
  modernisation, that was long used in the social
  sciences in the USA as a euphemistic way of
  imposing a naively ethnocentric evolutionary
  model by means of which different societies were
  classified according to their distance from the
  economically most advanced society, i.e. American
  society.

13
Bourdieu globalisation the USA universalising
its own particularity covertly as a universal
model

• The word (and the model it expresses) incarnates
  the most accomplished form of the imperialism of
  the universal, which consists of one society
  USA universalising its own particularity
  covertly as a universal model.

14
Moving to language(s),especially English,in
globalisation/imperialism. Is there any
agency? What are the forcespropelling
(subtractive) English forward?
15
Imperialism and languages production and
hierarchisation of subjectivities 1

• The great industrial and financial powers
  produce not only commodities but also
  subjectivities Communication not only
  expresses but also organizes the movement of
  globalization by multiplying and structuring
  interconnections through networks . Language,
  as it communicates, produces commodities but
  moreover creates subjectivities, puts them in
  relation, and orders them.
• Hardt, Michael Negri, Antonio (2000). Empire.
  Cambridge, MA Harvard University Press, 32-33.

16
Imperialism and languages production and
hierarchisation of subjectivities 2

• Language creates subjectivities, puts them in
  relation, and orders them. Hardt Negri, 2000
  32-33.
• What are the subjectivities created by global
  English? Are people and their subjectivities
  put in relation and ordered on the basis of
  their competence in English? Is this linguistic
  imperialism? What role do multilingual
  universities play in this hierarchisation? Might
  they unwittingly be agents of linguistic
  imperialism?

17
Is linguistic imperialism part of modern
agentless imperialistic control? 1

• The political argument implicit in many of those
  who oppose the linguistic imperialism hypothesis
  is to deny the existence of imperialism as such
  in our days, and to opt for very general
  globalisation hypothesis where no concrete
  actors can be identified.
• Hamel, Rainer Enrique (2004). Language Empires,
  Linguistic Imperialism and the Future of Global
  Languages. Manuscript. ehamel_at_xanum.uam.mx

18
Linguistic neo-imperialism 2No agency, no
intentions God?

• The ascendancy of English is merely the outcome
  of the coincidence of accidental forces (Robert
  Kaplan 2001 19)
• English has become a global language because it
  was in the right place at the right time (David
  Crystal 1997 8).
• Maybe the English language was also chosen by
  God, just as Our nation is chosen by God (Bush)?

19
Not force itself, but the capacity to present
force as being in the service of right and peace

• Sovereignty has taken a new form, composed of a
  series of national and supranational organisms
  united under a single logic of rule. This new
  global form of sovereignty is what we call
  Empire. (p. xii)
• Empire is formed not on the basis of force
  itself but on the basis of the capacity to
  present force as being in the service of right
  and peace. (p. 15). Hardt, Michael Negri,
  Antonio (2000). Empire. Cambridge, MA Harvard
  University Press
• Empire is NOT anchored in a place (e.g. USA) but
  in organisms and networks. No conspiracy
  theories. But the US just happens to control many
  of the networks.

20
English linguistic imperialism is presented as
being in the service of right and peace (Hardt
Negri), not control. People need and want
English!

• TRUE, people everywhere are screaming for
  English, for the promises it gives, the Alchemy
  of English (Braj Kachru) (what English touches
  becomes gold). English stands for jobs and
  riches! You become somebody through English.
• BUT learning English may be subtractive, not
  additive. Often the promises do not materialise.

21
Failed promisies? Excluded because of their
bad English

• Earlier ordinary people were excluded because
  they did not know English. Now when ordinary
  people work three jobs to be able to send their
  children to English-medium schools, the children
  are excluded because of their bad English
  (Jennifer Bayer, Central Institute of Indian
  Languages, Mysore, 1994).

22
What about universities and multilingualism?
23
Contents of the paper

• Prelude globalisation, neo-imperialism, force,
  agency and global English
• Monolingual, bilingual and multilingual
  universities
• The role of multilingual universities in the
  context of globalisation some questions

24
Monolingual uni, same MT studentsdoes not exist
anywhere?

• Teaching language X
• Students mother tongue X,X,X,X,X,X,X,X,X,
  X,X,X,X, X,X,X,X,X,X,X,X,X,X,X,X,X

Imagined nation state, one language All students
have the same mother tongue
25
Monolingual uni, diverse students but the
majority with X as MT

• Teaching language X
• Students mother tongues X,X,X,X,X,X,X,X,X,
  X,X,X, X,X,X,X,X,X,X,X,X, XXX
• a, b, Y (invisible)

X
Y
b
a
X
X
X
26
Monolingual uni, very diverse students but few
with X as MT

• Teaching language X
• (often English)
• Students mother tongues a, b, X,X, a, b, y, f,
  g, h, l, m, m, b, t, v , y
• (all others except X invisible)

X
y
f
a
g
v
f
h
27
What is NOT a multilingual university? 1

• It is manifestly not enough for a university
  which wants to offer multilingual education to be
  linguistically diverse ( have students with
  many mother tongues).
• It is not enough to have multilingual staff.
• It is not enough to have a situation where many
  languages are heard in the corridors or even seen
  on the walls.
• All of this is positive, and necessary, but not
  sufficient for a multilingual university.

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What is multilingual education?

• Andersson Boyers (1978) classic definition of
  bilingual education demanded that two languages
  be used as languages of instruction in subjects
  other than the languages themselves.
• Accordingly, multilingual education is education
  where more than two languages are used as
  languages of instruction in subjects other than
  the languages themselves.
• The criterion for multilingual education is here
  the number of languages of instruction.

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What is a multilingual university? 1

• We can use the same definition for universities
• A multilingual university
• is a university where
• more than two languages are used as languages of
  instruction in subjects other
• than the languages themselves.

30
What is a multilingual university? 2

• This definition means that the main criterion for
  multilingual universities is the number of
  languages of instruction.
• But this not the only criterion

31
Issues to be thought through and acted on in
multilingual universities

• The relationship between ALL students mother
  tongues and other languages, especially the
  medium of education
• The students competences in their various
  languages and how to enhance ALL of them
• Possible hierarchisations based on language
  (linguicism),
• The same applies to teaching staff.

32
Bilingual or multilingual?

• Finland is an officially bilingual country
  (Finnish and Swedish), and with regional
  language rights for 3 Saami languages, plus other
  languages - including the Finnish Sign language
  and Romany - recognised in the constitution.
  Nevertheless, Finland has many bilingual but few
  MULTIlingual universities.

33
University of Helsinki from bilingual to
multilingual? 1

• The University of Helsinki was a bilingual
  university when I taught here in the 1970s. Both
  Finnish and Swedish
• were used
• as languages of instruction.

34
Bilingual uni, two sets of mono-lingual
students (NOT my Helsinki)

• Teaching languages X, Y
• Students MTs X,X,X,X,X,X,X,X,X, X,X,X,
• a, b (invisible)
• Y,Y,Y,Y,Y,Y,Y,Y,Y,Y,Y, a, b (invisible)

Student X, taught through language X
Student Y, taught through language Y
NO CONTACT
35
Bilingual uni, two sets of monolingual students
with some cross-over (my Helsinki)

• Teaching languages X, Y
• Students MTs X,X,X,Y, X, X,X,XX,X,X,X,X, X,X,X,
  Y, Y,
• a, b (invisible)
• Y,Y,X,Y,Y,Y,Y,Y,Y,Y,Y,X,Y, a, b (invisible)

Mostly X, some Y, invisible a,b
NO or little CONTACT
Mostly Y, some X, invisible a,b
36
University of Helsinki from bilingual to
multilingual? 2

• Now one of the six Master programmes are taught
  through the medium of English (Raivio 2005).
  Altogether over 400 courses are taught in
  English.
• This is now a multilingual university.
• Or is it?

37
University of Jyväskylä is multilingual

• Another multilingual university in Finland is
  Jyväskylä. Finnish is the main teaching language.
  English is used as a medium in 6 of the 9 Master
  programmes (Raivio 2005). There is no Swedish
  medium teaching.
• But in the 5-year teacher education for teachers
  who will be competent to teach all 9 years of
  basic school through the medium of Finnish Sign
  language, most of the courses are taught through
  the medium of Sign, or, if the lecturer does not
  know any Sign language, interpreted into Finnish
  Sign language.

38
In all the bilingual universities, those students
who cross over (e.g. Finnish mother tongue
students who choose to study through the medium
of Swedish in Finland), need to know the language
of instruction, to manage. Often they get little
support in the language of instruction (their L2)
and none in their mother tongue.
39
But the Finnish-speaking students in Finland,
studying through the medium of Swedish, have
freely chosen the language of instruction among
existing alternatives. They could also have
studied through the medium of their mother
tongue, Finnish, in Finland, had they wanted to.
40
The same is true for Swedish-speaking students in
Finland, studying through the medium of Finnish.
They have freely chosen the language of
instruction among existing alternatives. They
could also have studied through the medium of
their mother tongue, Swedish, in Finland, had
they wanted to.
41
Being able freely to choose the language of
instruction among existing alternatives which are
qualitatively approximately at the same level is
for schools one of the most important necessary
factors for successful study through the medium
of a foreign language and for becoming high-level
bilingual through this type of education. What
about universities?
42
This necessary factor for successful study
through the medium of a foreign language does NOT
exist for most indigenous, minority or dominated
group students in the world, neither at school
nor at university level. It is often the most
decisive factor in the educational failure of
students, quantitatively especially in Africa and
Asia.
43
In all the monolingual or bilingual universities,
the invisible a, b, c, d, etc students also need
to know the language of instruction to manage.In
many (most?) of them they get no or little
support in the language of instruction (their
L2). Virtually no universities support their L1.
44
Schools which force indigenous, minority or
dominated group students to accept education
through the medium of a language foreign to them,
with no alternatives, may participate in
linguistic genocide according to two of the
definitions of genocide in the United Nations
Genocide Convention.
45
UN International Convention on the Prevention and
Punishment of the Crime of Genocide (E793, 1948)
has five definitions of genocide.Three of them
are about physical killing. The two that are
not, fit todays indigenous minority education
(and much of dominated language group education) 
46
Genocide is

• Article II(e) 'forcibly transferring children of
  the group to another group' and
• Article II(b) 'causing serious bodily or mental
  harm to members of the group' (emphasis added).

47
If students, taught in school through the medium
of a dominant second/foreign language, are forced
to learn this language AT THE COST OF THEIR
MOTHER TONGUE, subtractively, the school may
participate in linguistic genocide, through
transferring the students linguistically to
another group and preventing or delaying (
seriously harming) the students cognitive,
linguistic and academic growth
48
Contents of the paper

• Prelude globalisation, neo-imperialism, force,
  agency and global English
• Monolingual, bilingual and multilingual
  universities
• The role of multilingual universities in the
  context of globalisation some questions

49
Question If schools which force indigenous,
minority or dominated group students to accept
education through the medium of a language
foreign to them, with no alternatives, may
participate in linguistic genocide, might this be
true for universities too?Answer we do not
know. Possibly, possibly not but it is worth
investigating to what extent similar problems
exist.
50
Dominant-language-only submersion programmes are
widely attested as the least effective
educationally for minority language students
(May Hill 2003 14, study commisioned by the
Maori Section of the Aotearoa/New Zealand
Ministry of Education).
51
Multilingual universities (adding, for instance,
English as a teaching language, as in many
European countries), have to ask themselves,
several overall questions. Some are listed here.
52
1. Is everybodys mother tongue supported?
Do they become academically competent in their L1
too? 2. Does everybody have an opportunity to
become really competent in the medium of
instruction?
53
3. Are students or programmes or staff
hierarchised on the basis of language (their MTs
and their competence in the medium of
instruction)? Is linguicism at work here?
(compare with racism, sexism, ethnicism, ageism,
etc).Are language-created subjectivities
hierarchised?
54
Linguicism

• LINGUICISM 'ideologies, structures and practices
  which are used to legitimate, effectuate,
  regulate and reproduce an unequal division of
  power and resources (both material and
  immaterial) between groups which are defined on
  the basis of language' (Skutnabb-Kangas 1988
  13).
• Most education systems worldwide reflect
  linguicism (Skutnabb-Kangas 2000).

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4. Do the staff have adequate training for
multilingual teaching, linguistically and
pedagogically? Are they multilingual themselves?
56
Often heard counterargumentBut it is voluntary
they have chosen themselves!
57
Surely students taught through the medium of a
dominant second/foreign language have freely
chosen this education in fact they demand and
desire it!But are they aware of the possibility
of the education being subtractive? Are they
being dispossessed?
58
It is a Free Choice! Isnt it? Or is it
dispossession of capital?

• Havent the students chosen freely?
• Dont they all WANT English medium?
• They NEED English for their future!
• Or - Are the students (being taught subtractively
  in a foreign language) being dispossessed (Harvey
  2005) of their linguistic capital, if their total
  linguistic repertoire does not grow much through
  the education in this foreign language,?

59
Assimilation is not freely chosen if the choice
is between ones mother tongue and ones future

• The United Nations 2004 Human Development Report
  links cultural liberty to language rights and
  human development (http//hdr.undp.org/reports/glo
  bal/2004/)
• and argues that there is
• no more powerful means of encouraging
  individuals to assimilate to a dominant culture
  than having the economic, social and political
  returns stacked against their mother tongue.
• Such assimilation is not freely chosen if the
  choice is between ones mother tongue and ones
  future. (p. 33).

60
Assimilation not freely chosen if the choice is
between ones mother tongue and ones future

• The press release about the UN report exemplifies
  the role of language as an exclusionary tool
• Limitations on peoples ability to use their
  native languageand limited facility in speaking
  the dominant or official national languagecan
  exclude people from education, political life and
  access to justice.
• Sub-Saharan Africa has more than 2,500
  languages, but the ability of many people to use
  their language in education and in dealing with
  the state is particularly limited. In more than
  30 countries in the region, the official language
  is different from the one most commonly used.
  Only 13 percent of the children who receive
  primary education do so in their native
  language.

61
Assimilation not freely chosen if there are no
alternatives, and if the consequences are not
known

• We can only speak about choice, if
• - there are (qualitatively equal) alternatives,
  and
• - the students have enough research-based
  knowledge about the likely long-term consequences
  of the choices.
• This includes consequences such as possible
  dispossession of linguistic (and intellectual?)
  capital through subtractive learning,
  hierarchisation, and endangerment for other
  languages.

62
Multilingual uni, three sets of students
hierarchised on the basis of language?
Y

• Teaching lang-uages X, Y, Z
• Programme Z has a higher status than the others?
• Therefore, it will growand grow, at the cost of
  the others (cuckoo syndrome)?

X
Mostly X
Mostly Y
LITTLE CONTACT?
Z
Students diverse, but hierarchised according
to competence in language Z
63
The cuckoo syndrome?
Y
X
Z
Mostly X
Mostly Y
LITTLE CONTACT?
Z
Students diverse, but hierarchised according
to competence in language Z
64
English medium Master programmes at Finnish
universities, share of total (TUTKINTOASETUS
2005)

• Helsinki 1/6
• Joensuu 4/5
• Jyväskylä 6/9
• Kuopio 4/7

• Tampere 3/7
• Turku 5/7
• Åbo Akademi 1/3
• Lappeenranta, Oulu, Vaasa 0

Multidisciplinary Master programmes in English,
total 24/44 55 Source Chancellor Kari Raivio
(Helsinki), Paper in Järvenpää, 3 August 2005
65
Should Finns be worried? At least about domain
loss? Are they/we? The Swedes, Norwegians, Danes,
Icelanders, French, Estonians, etc., are worried
(too).
66
What is happening to other languages in countries
where English becomes an important language of
instruction in higher education?

• Many countries are worried about domain loss, and
  worse. On the other hand, many see the situation
  as a necessary choice between romantic
  traditionalists clinging to the mother tongue,
  and realists wanting to participate in a
  globalised modern word in English. Either/or
  ideologies/paradigms, instead of both/and/and.

67
English OR the mother tongue is an unfortunate
choice when both/and is possible and preferable

• There is no need to choose both/and/and is
  perfectly possible. In additive bilingual
  education, competence levels reached in a
  dominant language (e.g. English) are as high as
  or often higher than in subtractive monolingual
  English-medium education. In addition, students
  learn their own language. High-level
  multilingualism is the future.

68
Saami University College (Norway)http//www.samis
khs.no/

• The College has national responsibility for
  Saami teacher-training and journalist-training
  and higher education. The College serves all
  Saami students in Saami Area of Norway, Sweden,
  Finland and Russia. In Saami University College
  the Saami language is the main language and most
  of the instructing of the studies is given in
  Saami language. All students and staff are bi
  or multilingual. The priorities for building up
  competence and creating a Saami higher education
  are to develop Saami language as an academic
  language to develop concepts into Saami language
  for teaching and to research and develop the
  syllabuses/ curricula on the basis of Saami needs
  for the studies in the Saami society. Please note
  that the main language of the Saami University
  College webpages is Saami.

69
Multilingual uni, one set of students not
hierarchised on the basis of language?

• Teaching language A others, mainly other Saami
  languages and Nordic languages or English, mainly
  with guest lecturers materials in many languages

Students diverse, from several countries and
mother tongues, but not hierarchised according
to competence in language A staff diverse ALL
minimally bilingual, with different combinations,
but always with at least one Saami language
language support for all.
70
Multilingual? Goal!

• Some universities might be defined as
  multilingual universities on the basis of their
  goal the students should be high level
  multilinguals when they leave the university. In
  indigenous and some minority situations this
  might best be reached through using mainly one
  language of instruction.

71
Can multilingual universities without
hierarchisation deliver?

• THE PRIZE FOR QUALITY OF EDUCATION 2005 TO SAAMI
  UNIVERSITY COLLEGE
•  
• Saami University College in Guovdageaidnu, Norway
  has won the prestigious prize for quality of
  education for excellent quality for study and
  education in the higher education in Norway. The
  prize is given by The Norwegian Agency for
  Quality Assurance in Education (NOKUT). It is
  500.000 Norwegian crowns (about 62.200 euros).
• http//www.samiskhs.no/eng/update/quality_price05.
  htm 

72
Are some European elites being infected by
monolingual reductionism?

• Monolingual reductionism attitudes which see
  monolingualism (in English?) as something normal,
  desirable, sufficient, and unavoidable.
• Are some European elites being infected by this
  illness?

73
The role of multilingual universities in the
context of globalisation. Some more questions

• Many universities in countries where English is
  not the or an official language, have added
  English as a teaching language (e.g. through the
  Bologna process in Europe), thus becoming
  bilingual or multilingual. There is enthusiasm
  but amongst whom?
• In many former colonies English is or has
  remained the only teaching language in
  universities even after formal decolonisation.
  There is also massive resistance.
• QUESTION 1 Is Europe going towards a new
  linguistic self-colonisation? Could we learn from
  other countries with longer experience of English
  medium?

74
Failed promisies? The myth of English medium
superiority in school

• Ajit Mohanty shows that children whose mother
  tongue is a regional language and who have this
  language as the main medium of education during
  the first many years, get better educational
  results than Indian children in English medium
  education, despite the economic disparities
  between the models.
• English-medium versus regional mother tongue
  medium schooling The myth of English medium
  superiority. Subtitle in article (in press) by
  Professor Ajit Mohanty, Jawahrlar Nehru
  University, Delhi, India.

75
Failed promisies? English medium superiority at
universities. Roskilde

• In the coming years this university intends to
  offer courses in English in almost all its
  departments. After teaching an introductory
  course this spring in History and Culture in the
  Humanities at International Cultural Studies, we
  wonder if Roskilde University is inviting a
  disaster, for many of our students are simply not
  able to write correct and clear English. The
  problem is not the students lack of will to
  work in ORAL English, it is the lack of tools
  with which the university equips them FOR WRITTEN
  ENGLISH. Many students have such severe
  difficulties expressing their views in written
  English that it is hard to understand what they
  are trying to say.

76
Failed promisies? English medium superiority at
universities. Roskilde

• it wasnt the students ability to analyse
  that constituted the problem, but their lack of
  training in conveying analytical points due to
  their limited English. For the time being we are
  letting down the students We are shoving massive
  problems into a closet and shutting the door and
  pretending they do not exist. For those of us who
  genuinely believe in a university as a place for
  higher education, it is time to do something
  about a low standard of English that makes
  intellectual discourse on a university level
  difficult if not impossible. (Jensen McGuire
  2005).

77
Reaction from the vice-chancellor

• Henrik Toft the Vice-chancellor of the
  University of Roskilde, Denmark has said there
  is no money for any kind of remedial language
  teaching nor for instruction in academic English
  
• (Brian Patrick McGuire, Professor of History,
  personal communication 27 August 2005).

78
A description of Arab countries where most of the
university education is through the medium of
English, and where hierarchies are partially
based on English competence (Sohail Karmani 2005
91)

• The extreme reliance on hiring foreign expertise
  mostly Western or Western oriented often
  proves to be costly and tends to advocate policy
  changes that (a) conflict with local interests
  and (b) are seldom absorbed locally. The
  broader social effects of relying so heavily on
  foreign expertise have proven to be far more
  devastating the demand and possibilities for the
  production of local knowledge are severely
  stifled. Potential local experts are instantly
  rendered obsolete and the general social value
  of Arab social scientists, educators and
  language specialists is substantially reduced.
  (UN Development Programme 2003).

79
(Sohail Karmani 2005 91)

• All this tends to produce artificial social
  hierarchies between Westerners and Arabs in
  terms of knowledge and expertise, and eventually
  perpetuates the Arab brain drain (United
  Nations Development Programme 2003, quoted in
  Karmani 2005 91). More perniciously, a rentier
  mentality sets in orientated towards spending
  and acquisition where the onus is placed almost
  entirely on foreign experts to work out crucial
  far reaching policy initiatives. (Karmani,
  Sohail, 2005, Islam and English in the Post-9/11
  Era).

80
Nexus between English and the corporate world

• Sohail Karmani 2005 Petro-Linguistics The
  Emerging Nexus between Oil, English, and Islam

81
We are mentally colonialized and alienated from
our cultures if all we know is in English
Tariq Rahman, 2002 (Pakistan)
82
Snobs? English is the possession of elites?
(Tariq Rahman, Pakistan, 2002)

• English-medium schools tend to produce snobs
  completely alienated from their culture and
  languages
• English should be taught as a foreign language
  to all children so that it is no longer the sole
  possession of the elite

83
The role of multilingual universities in the
context of globalisation.More questions

• In many countries where English is not the or an
  official language, a large amount of time and
  resources in school are devoted to the learning
  of English. In many former colonies, learning
  English is seen as to become educated. In
  England and the USA, few students learn foreign
  languages in school except in a marginal way.
• QUESTION 2 Is a situation fair and equal where
  language learning is unidirectional, and
  everybody is supposed to function on an equal
  basis while the communication language is the
  mother tongue of some but not others?

84
Esperanto a linguistic handshake

• One Chinese Esperanto speaker described
  Esperanto as a linguistic handshake. When two
  people shake hands they both reach out halfway.
  When two people speak Esperanto they have both
  made the effort to learn a relatively easy,
  neutral language instead of one person making the
  huge effort to learn the other person's difficult
  national language and the other person making no
  effort at all except to correct his/her
  interlocutor's errors. Sylvan Zaft
  http//www.esperanto.net/veb/faq-9.html

85
QuestionIs learning and using English with
native speakersa linguistic handshake for
us who have other mother tongues?Who has to
reach further?
86
Monolingual English speakers exploit their
monolingualism

• (Monolingual) English speakers are in a better
  negotiating position, being able to use their
  mother tongue while we others have to use a
  foreign or second language. They can concentrate
  more on content and less on form when using the
  mother tongue. In research, they dominate
  "international" journals (look at the editorial
  boards of a few) and conferences their papers
  are accepted into journals and conferences more
  often than equally scientifically solid papers by
  foreign-language writers of English. And so on

87
USA savings 19 billion/year 1

• Most European countries teach a lot of foreign
  languages in schools Britain and the USA do not.
  The savings (as compared to Europe) because of
  the very limited foreign language teaching in the
  USA, with some 38 million pupils in elementary
  and secondary schools, are minimally around
• 19 billion dollars per year
• (Grin Sfreddo 1997, Grin 2003).
• They benefit, we pay.

88
USA savings 19 billion/year 2

• These savings are made possible because "people
  in the rest of the world are willing to devote
  time, money and effort in learning English
  (Grin 2003).
• USA can then invest this saved money (and time)
  into some other human-capital-enhancing activity
  that gives their students an edge. Or use it for
  wars

89
So far, monolingual English speakers are winning
economically but not for long

• Monolingual English speakers do not need to pay
  for our learning. We pay ourselves, in terms of
  cash and time.
• (Monolingual and/or native) English speakers
  (or, rather, some of them) get direct cash
  transfers from our learning - the English
  teaching is a multibillion pound/dollar business
  for Britain and the United States.

90
The role of multilingual universities in the
context of globalisation.Some questions

• QUESTION 3 If the students learn English at a
  fairly high level in English medium education
  (and maybe maintain at least some of their mother
  tongue competence, even if they cannot easily
  speak and write about their own area of expertise
  in the MT), is this not enough? English opens all
  the doors and is absolutely necessary?

91
Monolingualism is a curable illness

• English is not enough!
• Neither for native speakers,
• nor for those with other mother tongues.
• Voluntarily monolingual English speakers are
  dangerous dinosaurs.
• In 50 years time, we might find voluntarily
  monolingual English speakers (who COULD have
  learned other languages but chose not to), in
  pathological museums.

92
English is not enough inability to speak
clients language can lead to failure

• A survey undertaken for the Community of European
  Management Schools, an alliance of academia and
  multinational corporations, concludes that a
  companys inability to speak a clients language
  can lead to failure to win business because it
  indicates lack of effort.
• The Financial Times, 3.12.2001

93
English is not enough Foreign language skills
earn more!

• Graduates with foreign language skills earn more
  than those who only know English
• (reported in the British newspaper
• The Independent 31.5.2001)

94
English is not enough

• English is not enough. We are fortunate to speak
  a global language but, in a smart and competitive
  world, exclusive reliance on English leaves the
  UK VULNERABLE and dependent on the linguistic
  competence and the goodwill of others Young
  people from the UK are at a GROWING DISADVANTAGE
  in the recruitment market (emphases added)
• Nuffield Languages Enquiry, 2000

95
English is not enough

• English monolingual British graduates are already
  at a disadvantage (recruitment, salary level).

96
Supply and demand theories predict

• When many people possess what earlier was a
  scarce commodity (near-native English), the price
  goes down. The value of perfect English skills
  as a financial incentive decreases substantially
  when a high proportion of a countrys or a
  regions or the worlds population know English
  well.

97
Good English will be like literacy yesterday
or computer skills today employers see it as
self-evident and necessary BUT NOT SUFFICIENT
for good jobs.
98
Figure 1. The market diagram (Grin 2003 26)
market equilibrium, balance between supply and
demand
Price
Supply
P
Demand
Quantity
Q
99
Figure 2. The market for high levels of English
what happens when supply is higher than demand?
Consequences for market equilibrium (TSK)
Price
Supply
2020?
P
2004?
Demand
Quantity
Q
When the supply (number of people with good
English) goes up, the price (its usefulness for
individuals on the job market) goes down
100
The role of multilingual universities in the
context of globalisation.More questions

• QUESTION 4 What are the benefits for the
  students and the rest of society if the students,
  through a better organisation of multilingual
  universities, become HIGH-LEVEL multilinguals?
  What are the drawbacks if they dont?

101
Creativity, innovation, and investment are
results of additive teaching and multilingualism

• Additive teaching leads to high-level
  multilingualism.
• High-level multilinguals as a group do better
  than corresponding monolinguals on tests
  measuring several aspects of 'intelligence',
  creativity, divergent thinking, cognitive
  flexibility, etc.
• Creativity precedes innovation, also in commodity
  production.
• Investment follows creativity.
• High-level multilingualism enhances creativity
  monolingualism and /or subtractive teaching
  diminish it.

102
In knowledge/information societies uniformity is
a handicap

• Creativity, new diverse ideas, are the main
  assets (cultural capital) in a knowledge society
  and a prerequisite for humankind to adapt to
  change and to find creative solutions to the
  catastrophes of our own making.
• Multilingualism (linguistic capital) enhances
  creativity,
• monolingualism and homogenisation kill it.

103
Industrial Knowledgesociety
society

• Main product commodities
• Those do well who control access to raw materials
  and own the other prerequisites and means of
  production

• Main product knowledge, ideas
• Those do well who have access to diverse
  knowledges, diverse information, diverse ideas
  creativity

104
In knowledge societies uniformity is a handicap

• Some uniformity might have promoted certain
  aspects of industrialisation (Fordism)
• In post-industrial knowledge/ information
  societies uniformity will be a definite handicap

105
Linguistic diversity is a prerequisite for
maintaining biodiversity and life on the planet

• Linguistic diversity and biodiversity are
  correlationally and causally related.
• Knowledge about how to maintain biodiversity is
  encoded in small indigenous and local languages.
• Through killing them (as we do today) we kill the
  prerequisites for maintaining biodiversity and
  thus life on our planet.
• Universities may participate in this killing.

106
To conclude
107
Basic linguistic human rights should include
mother tongue medium maintenance educa-tion. Do
universities participate or obstruct?

• English is not enough. In knowledge societies
  uniformity is a handicap.
• Creativity, innovation and investmentare results
  of additive teaching and high levels of
  multilingualism.
• Linguistic diversity is a prerequisite for
  maintaining biodiversity and life on the planet

108
Basic linguistic human rights should include
mother tongue medium maintenance educa-tion. Do
universities participate, or obstruct?

• English-medium university education where mother
  tongues are not supported may lead to
  the-imperialism- of-the-universal globalisation
  (Bourdieu)and creation of subjectivities
  hierarchised on the basis of language (Hardt
  Negri).
• Knowledges of non-English-medium-educated may be
  invisibilised and invalidated (Karmani)
• Rationalisations of the hierarchies are presented
  in terms of putative benefits for those who
  participate in corporate globalisation but
  these materialise only for the few. Others are
  blamed. It is their own fault since there are no
  agents, no linguistic imperialism (Hamel).

109
The role of applied linguistics

• applied linguistics has a heavy responsibility
  for spreading killer languages such as English,
  and a dismal record in preserving small
  languages. Language maintenance remains an
  underdeveloped field.
• Peter Mühlhäusler 20038.
• Question Are multilingual universities
  spreading killer languages such as English if
  they teach subtractively?

110
The role of multilingual universities?

• Language maintenance remains an underdeveloped
  field.
• Peter Mühlhäusler 20038.
• Is language maintenance a field that would be
  particularly well suited to be developed by
  multilingual universities?