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Symposium on Language Issues in EMI Universities across Asia

Symposium on Language Issues in EMI Universities across Asia. The Hall of Mirrors Re-visited: Monash University as a Site of Dynamic Language and Cultural Contact Rosemary Clerehan Monash University. Issues at Monash. 1 st student intake, 1961

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Symposium on Language Issues in EMI Universities across Asia

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  1. Symposium on Language Issues in EMI Universities across Asia The Hall of Mirrors Re-visited: Monash University as a Site of Dynamic Language and Cultural Contact Rosemary Clerehan Monash University

  2. Issues at Monash • 1st student intake, 1961 • Highly diverse student – and staff – population • The monolingual meet the multicultural • “Local” and “international” • Staff responses • Student and staff support • Policy development, eg Internationalisation of the curriculum • The “at-risk” student

  3. ClaytonCampus Malaysia Campus Berwick Campus South Africa Campus Gippsland Campus Peninsula Campus London Prato Parkville Campus Berwick Campus Caulfield Campus

  4. Monash off-shore campuses

  5. Monash 2005 Student Profile (n=52,400) Students born overseas: 25,479 (48.6%)

  6. Monash International and Domestic Students – time series

  7. Monash 2005 Student Profile by Campus

  8. Student and staff profiles 55,000 Students: Countries – 185 Languages – 134 ~7,000 Staff: ?

  9. MSA Academic Staff – primary language

  10. Understandings of ELF • ELF1 – some of the participants NNS • ELF2 – all participants NNS and do not share same L1 • ELF3 – all participants NNS and share same L1 • ELF 4 – a new code for interaction among NNSs From Elder, Davies & Hamp-Lyons, 2006

  11. Patterns of ELF at Monash Campuses ELF ELF In class Out of class Berwick ELF1 ELF1-4 Caulfield ELF1 ELF1-4 Clayton ELF1 ELF1-4 Gippsland ELF1 ELF1-4 Parkville ELF1 ELF1-4 Peninsula ELF1 ELF1-4 Malaysia ELF1-4ELF1-4 Sth Africa ELF1-4ELF1-3 Overseas centres and off-shore programs: ELF 1-4

  12. Desirable directions • More profound ecological understanding of the dimensions of the teaching-learning context • Research-led IoC development within faculties • Valuing of the learner and of multilingualism • Greater on/off-shore interchange/exchange

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