OECD Ülkeleri Yükseköğretiminde Uluslararasılaşma, Hareketlilik ve İngilizceleşme

Year 2019, Volume: 2 Issue: 1, 12 - 17, 30.04.2019

Tuğba Elif Toprak

https://doi.org/10.32329/uad.490903

Cited By: 3

Abstract

Avrupa Birliği politikalarının açık bir şekilde çokdillilik
kavramını desteklemesine karşın, uluslararasılaşmanın Avrupa yükseköğretim
sisteminin dil topoğrafyası üzerindeki etkisi gittikçe artmaktadır. Bologna
sonrası süreçte yükseköğretim kurumlarının daha uluslararası ve yetkin öğrenci
ve araştırmacıları bünyelerine çekme isteği, İngilizcenin Avrupa kıtasındaki
çok önemli sayıda yükseköğretim kurumunda eğitim dili olmasına sebebiyet
vermiştir. Özellikle, akademideki rekabetçiliğin yol açtığı baskılar pek çok
yükseköğretim kurumunun uluslararasılaşma ile İngilizceleşme kavramı arasında
doğrudan bir bağlantı kurmasına neden olmuştur.  Bu durum İngilizcenin dünya ölçeğinde ortak
dil olarak pozisyonunu güçlendirmiştir. Bu makalede, uluslararasılaşma, dil
politikaları ve İngilizceleşme hususları OECD uluslararası öğrenci hareketlilik
verilerine dayanılarak eleştirel bir bakışla irdelenmektedir. Bunun yanı sıra, mevcut
makalede, yükseköğretim kurumlarında uluslararasılaşmayı sağlamak amacıyla yabancı
dil politikalarının uygulanması halinde dikkat edilmesi gereken çeşitli pratik
ve pedagojik hususlar ele alınmıştır.  

Keywords

Uluslararasılaşma, Dil politikaları, Eğitim dili olarak İngilizce

Internationalization, Mobility and Englishization in Higher Education Across OECD Countries

Abstract

Although the European Union policies explicitly support the notion of multilingualism, the impact of increasing internationalization on the linguistic landscape of the European higher education system has been dramatic. In the post-Bologna period, the desire of higher education institutions to attract a more skilled and diverse body of students seems to turn English into the medium of instruction of a significant number of higher education institutions based in the continent. Particularly, competitiveness in the academic market that leads to bottom-up and top-down pressures within universities to become more international may have caused many higher education institutions to directly associate internationalization with Englishization.  As this situation reinvigorates the status of English as the lingua franca, the present article investigates the links between internationalization, language policies, and Englishization through having a closer look at the OECD international student mobility data. The article also points to several practical and pedagogical considerations involved in implementing language policies in higher education. 

Keywords

Internationalization, Language policy, English-medium instruction (EMI)

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