Show simple item record

dc.contributor.authorArnó Macià, Elisabet
dc.contributor.authorVandepitte, Sonia
dc.contributor.authorMinacori, Patricia
dc.contributor.authorMusacchio, Maria Teresa
dc.contributor.authorHanson, Joleen
dc.contributor.authorMaylath, Bruce
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Teoria i Història de l'Arquitectura i Tècniques de Comunicació
dc.date.accessioned2019-11-15T12:54:57Z
dc.date.issued2019-10-23
dc.identifier.citationArno, E. [et al.]. A multilingual background for telecollaboration Practices and policies in European higher education. "European Journal of Language Policy", 23 Octubre 2019, vol. 11, núm. 2, p. 235-255.
dc.identifier.issn1757-6830
dc.identifier.urihttp://hdl.handle.net/2117/172547
dc.description.abstractThe Trans-Atlantic and Pacific Project (TAPP) is a telecollaboration network linking European university classes with classes in the US and beyond for nearly 20 years. Such collaborations have enabled students to participate in realistic projects, fostering transversal and language skills – including English as a lingua franca – which are highlighted in university policies at European, country/region and institutional levels. In turn, telecollaboration can support Internationalisation at Home, along with virtual mobility objectives, increasingly prominent in European higher education. Considering the grassroots nature of TAPP, whose instructors design their own partnerships and assignments, this contribution examines TAPP projects in light of language policies from a dual bottom-up/top-down perspective. Thus, considering the importance of language policies of several European countries involved in TAPP (Belgium, France, Italy, Spain), this paper analyses how TAPP teaching-learning practices align with such policies in terms of multilingualism and interculturality. Attention is paid to students’ roles – subject-matter experts, linguists/translators, project managers, usability experts – and their native languages. Emphasis is placed on how students relate to English from their various perspectives as native speakers, second-language speakers, language experts or language learners. Lessons derived from the analysis of such practices can inform policy makers as they make provisions for Internationalisation at Home, mainly in Europe, while also introducing comparisons between European and US perspectives.
dc.format.extent21 p.
dc.language.isoeng
dc.publisherLiverpool University Press
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Innovació i Investigació educativa
dc.subject.lcshMultilingualism
dc.subject.otherTelecollaboration
dc.subject.otherLanguage attitudes
dc.subject.otherEnglish as a lingua franca (ELF)
dc.subject.otherMultilingualism
dc.subject.otherInterculturality
dc.subject.otherCo-writing
dc.subject.otherTranslation
dc.subject.otherEditing
dc.titleA multilingual background for telecollaboration Practices and policies in European higher education
dc.typeArticle
dc.subject.lemacMultilingüisme
dc.subject.lemacLlengua i ensenyament
dc.identifier.doi10.3828/ejlp.2019.14
dc.description.peerreviewedPeer Reviewed
dc.relation.publisherversionhttps://online.liverpooluniversitypress.co.uk/doi/full/10.3828/ejlp.2019.14
dc.rights.accessRestricted access - publisher's policy
local.identifier.drac25894829
dc.description.versionPostprint (published version)
dc.date.lift10000-01-01
local.citation.authorArno, E.; Vandepitte, S.; Minacori, P.; Musacchio, M.; Hanson, J.; Maylath, B.
local.citation.publicationNameEuropean Journal of Language Policy
local.citation.volume11
local.citation.number2
local.citation.startingPage235
local.citation.endingPage255


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 Spain
Except where otherwise noted, content on this work is licensed under a Creative Commons license : Attribution-NonCommercial-NoDerivs 3.0 Spain