ABSTRACT

Drawing on an ethnographic study of academic literacy practices in the applied social sciences, this paper builds on research which seeks to make visible the increasingly complex linguistic diversity in English-dominant universities (Universities in the Anglophone Centre: Sites of multilingualism. In L. Wei (Ed.). Applied linguistics review (Vol. 2, pp. 121-145). Berlin/New York: De Gruyter Mouton) by offering a detailed reading of the multilingual repertoires reported by students who identify with London's African migrant communities. The paper analyses data selected from in-depth interviews with under-graduate students who identify as speakers of English, but also Swahili and the other non-prestige language varieties comprising their complex repertoires (Blommaert, J., & Backus, A. (2011). Repertoires revisited: “Knowing language”. In Superdiversity (Working papers in urban language and literacies 67). London, England: King's College). These repertoires are intertwined with life experiences and we argue that there is a need for a more nuanced faculty understanding of this. While the scope of multilingual repertoires poses some challenges for employing plurilingual pedagogies in curriculum spaces separate from linguistically-oriented programmes, namely the applied social sciences, we suggest that faculty initiatives such as teacher training courses could have a role in raising awareness of hidden repertoires.

摘要

本文以对应用社会科学中的学术素养实践进行的人种学研究为基础，以研究为基础，该研究力图使以英语为主导的大学中日益复杂的语言多样性（英语中心的大学：多语言论的站点。L。Wei） （主编），《应用语言学评论》（第2卷，第121-145页），柏林/纽约：德格鲁伊特·木顿），详细介绍了认同伦敦非洲移民社区的学生所报告的多语种曲目。该论文分析了从深度访谈中选择的数据，这些访谈对象被确定为讲英语的本科生，也包括斯瓦希里语和构成其复杂曲目的其他非声望语言品种（Blommaert，J.和Backus，A.（2011 ）。重新浏览曲目：“了解语言”。在《超级多样性》中（城市语言和文学工作论文67）。伦敦，英国：国王学院。这些曲目与生活经历交织在一起，我们认为有必要对此进行更细微的了解。尽管在使用多种语言教学法的课程空间中，除了以语言为导向的课程（即应用​​社会科学）以外，在课程空间中采用多种语言教学法还带来了一些挑战，但我们建议，诸如教师培训课程之类的教师举措可以在提高人们对隐藏语言的意识方面发挥作用。