Language Learning in Higher Education: Portuguese Student Voices

Autor/inn/en	Pinto, Susana; Araújo e Sá, Maria Helena
Titel	Language Learning in Higher Education: Portuguese Student Voices
Quelle	In: International Journal of Multilingualism, 13 (2016) 3, S.367-382 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2015.1102917
Schlagwörter	English (Second Language); Second Language Learning; Educational Policy; Student Attitudes; Graduate Study; Undergraduate Students; Undergraduate Study; Employment Potential; Occupational Mobility; Access to Information; Language Attitudes; Spanish; French; German; Foreign Countries; Content Analysis; Questionnaires; Case Studies; Portugal + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Schülerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufliche Mobilität; Sprachverhalten; Spanisch; Französisch; Deutscher; Ausland; Inhaltsanalyse; Fragebogen; Case study; Fallstudie; Case Study
Abstract	This paper begins by reviewing European language education policies in higher education and relating these to the bottom-up language provision practices currently applied in higher education institutions. The paper then focuses on a case study at the University of Aveiro (Portugal) that sets out to identify students' social representations concerning: (i) the importance of integrating foreign language courses into their degree/master/PhD programmes and (ii) the languages they consider to be more important in their academic training and the reasons for this. The findings indicate that the vast majority of responding students consider the integration of language courses in the curricula to be relevant from a doubly pragmatic perspective. Firstly, English is seen as a pathway to employability, mobility and the accessibility of knowledge, while other foreign languages (Spanish, French and German) are viewed as "differentiating assets" in the professional marketplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01