Studentvurderingar av forholdet mellom engelsk og lokale språk på fem nordiske universitet
DOI:
https://doi.org/10.7557/17.5915Emneord (Nøkkelord):
språkpolitikk, parallellspråk, epistemisk urett, høgare utdanning, engelsk, lokale språk, studentperspektivetSammendrag
Denne undersøkinga handlar om korleis studentar opplever og vurderer den språklege praksisen dei møter gjennom utdanningsløpet. Undersøkinga fokuserer på studentane sine opplevingar og vurderingar knytt til bruk og meistring av engelsk og dei lokale språka i undervisinga. Først skildrar eg språkpolitiske retningslinjer i dei nordiske landa, der parallellspråk har vore den føretrekte språkpolitikken i høgare utdanning. Så gjer eg ein tematisk analyse av studentkommentarar frå ei spørjeundersøking som blei gjennomført på fem universitet i tre av dei nordiske landa. Trass i at studentane i hovudsak er positive til å bruke både engelsk og dei lokale språka, etterspør dei meir fokus på handteringa av dei ulike språka gjennom utdanningsløpet. Studentkommentarane syner at det kan vere utfordrande å lukkast med parallellspråkpolitikken. Nokre vanskar som studentane fortel om, knyter dei til eigne utfordringar med å forstå og bruke andre språk enn førstespråket, medan andre vanskar vert knytt til opplevinga av at førelesarar manglar ferdigheiter i språka. Desse utfordringane vert diskutert i lys av Fricker (2007) sitt omgrep epistemisk urett. Til slutt argumenterer eg for at språkpolitikken i større grad må formulere tydelege kompetansemålsettingar (‘acquisition planning’), i tillegg til statusplanlegging.
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