ESL and internationalization at Purdue University: A history and analysis
Abstract
With the ever growing cultural and linguistic diversity at institutions of higher education, local and institutional language planning is becoming increasingly important. By examining university policies and planning processes, ESL professionals can more appropriately advocate for their students, as well as create and implement language policies to support their needs. Despite this, however, institutional language planning is sometimes overlooked among language educators. This historical case study examines the language planning process of a large public university, while taking into consideration issues of the students’ linguistic environment and the institution’s organizational design. Using data collected from interviews with instructors, program administrators, and university administrators, as well as from the analysis of archival documents, the researcher investigates (1) what language polices and support services are in place for the ESL population, (2) how the institution approached the language planning process, (3) what factors have influenced the planning process and the implementation of policies and support services, (4) and how the process reflects the values and attitudes of the community. This data and historical analysis is then used toward a model of institutional language planning as a part of the internationalization process within the complex organizational structure of the university. This assessment of policy, implementation, and support can inform those seeking to understand the development of internationalization in a variety of institutions of higher education.
Degree
Ph.D.
Advisors
Berns, Purdue University.
Subject Area
Linguistics|English as a Second Language|Higher education
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