ABSTRACT

This article explores some implications of plurilingualism and translingual practice for teaching and learning in higher education. Research in this area tends to focus on the undergraduate experience whereas our focus is on doctoral supervision, a less-discussed but rich site for studying plurilingual and translingual practice. We consider linguistic aspects of research supervision interactions and linguistic practices in research sites in real world contexts. Revisiting a data set of written, self-reported, researcher profiles, the article explores how doctoral researchers and supervisors explain, and reflect on, their linguistic practices in supervision interactions and associated research practices. The data set is analysed by means of a thematic analysis informed by our reading of applied linguistics research into plurilingualism and translingual practice. The analysis highlights a wide range of linguistic practices and conceptualisations of languages in research, including, on the one hand, a separation of languages, and, on the other, a fluidity in how researchers use their diverse linguistic resources for different purposes in their research practice. The article concludes with the recommendation that researcher education should foreground language more than is currently evident in some Anglophone higher education contexts, and that this can be framed in terms of plurilingualism and translingual practice.

摘要

本文探讨了多元论和跨语言实践对高等教育教学的一些启示。该领域的研究往往集中于本科生的经验，而我们的研究重点是博士生的监督，这是一个较少讨论但丰富的研究多元和跨语言实践的网站。我们考虑现实世界中研究场所中的研究监督互动和语言实践的语言方面。本文回顾了一组书面的，自我报告的研究人员资料，探讨了博士研究人员和主管如何在监督互动和相关研究实践中解释和反思他们的语言实践。通过主题分析对数据集进行分析，我们通过阅读应用语言学研究了多种语言和跨语言实践，从而对数据集进行了分析。分析强调了研究中语言的广泛语言实践和概念化，一方面包括语言的分离，另一方面研究人员如何灵活地将其多样化的语言资源用于研究的不同目的实践。本文最后提出建议，即研究者教育应该比某些英语高等教育背景中的当前语言更具有前景语言，并且可以用多元论和跨语言实践来构架。一方面是语言的分离，另一方面是研究人员如何在其研究实践中将其多样化的语言资源用于不同目的的流动性。本文最后提出建议，即研究者教育应该比某些英语高等教育背景中的当前语言更具有前景语言，并且可以用多元论和跨语言实践来构架。一方面是语言的分离，另一方面是研究人员如何在其研究实践中将其多样化的语言资源用于不同目的的流动性。本文最后提出建议，即研究者教育应该比某些英语高等教育背景中的当前语言更具有前景语言，并且可以用多元论和跨语言实践来构架。