Critical Perspectives on Teaching in the Multilingual University

This book critically and re-ectively engages with the 'Language Problem' in the contemporary multilingual university. This volume addresses higher education's multifaceted Language Problem which requires interdisciplinary collaboration debate, aims towards understanding multilingualism in higher education across the Global North and South.

Ibrar Bhatt is Senior Lecturer at the School of Social Sciences, Education & Social Work at Queen's University Belfast (Northern Ireland, UK). His research interests encompass literacy studies, higher education, and digitalisation. His prior work includes A Semiotics of Muslimness in China (sole-authored), The Epistemology of Deceit (co-edited), Academics Writing: The Dynamics of Knowledge Creation (co-authored); Assignments as Controversies: Digital Literacy & Writing in Classroom Practice (sole-authored), as well as many published research articles on similar subjects. He is founder and convener of the Multilingual University Network of the Society for Research into Higher Education, Executive Editor for the journal Teaching in Higher Education: Critical Perspectives, and on the Editorial Board for the journal Postdigital Science & Education. Khawla Badwan is Reader in TESOL and Applied Linguistics at Manchester Metropolitan University, Manchester, UK. Her research expertise includes language education, language and social justice, intercultural communication, literacy debates and reimagining sustainability discourses in education. She is the author of 'Language in a Globalised World: Social Justice Perspectives on Mobility and Contact' (2021). Mbulungeni Madiba is Professor of Multilingual Education and Dean of Education at Stellenbosch University, South Africa. His main research interests are language planning and policy, multilingual education, and translanguaging.

Introduction: Critical perspectives on teaching in the multilingual university 1. Whither epistemic (in)justice? English medium instruction in conflict-affected contexts 2. Epistemic outcomes of English medium instruction in a South Korean higher education institution 3. Indigenous students' agency vis-à-vis the practices of recognition and invisibilization in a multilingual university 4. Overt and symbolic linguistic violence: plantation ideology and language reclamation in Northern Ireland 5. Beyond coloniality and monolingualism: decolonial reflections on languages education / Mas allá de la colonialidad y el monolingüismo: reflexiones decoloniales sobre la enseñanza de lenguas 6. Linguistic ecology of Bangladeshi higher education: A translanguaging perspective 7. Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan 8. The scramble for EMI: lessons from postcolonial 'old EMI' universities 9. Conceptualising multilingualism in higher education in Timor-Leste: the case of petroleum studies 10. Contortion, loss and moments for joy: insights into writing groups for international doctoral students 11. Opening up spaces for researching multilingually in higher education