Public debates on the Englishization of education in Germany: A critical discourse analysis

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Public debates on the Englishization of education in Germany : A critical discourse analysis. / Lanvers, Ursula.

In: European Journal of Language Policy, Vol. 10, No. 1, 14.04.2018, p. 39-76.

Research output: Contribution to journalArticle

Harvard

Lanvers, U 2018, 'Public debates on the Englishization of education in Germany: A critical discourse analysis', European Journal of Language Policy, vol. 10, no. 1, pp. 39-76. https://doi.org/10.3828/ejlp.2018.3

APA

Lanvers, U. (2018). Public debates on the Englishization of education in Germany: A critical discourse analysis. European Journal of Language Policy, 10(1), 39-76. https://doi.org/10.3828/ejlp.2018.3

Vancouver

Lanvers U. Public debates on the Englishization of education in Germany: A critical discourse analysis. European Journal of Language Policy. 2018 Apr 14;10(1):39-76. https://doi.org/10.3828/ejlp.2018.3

Author

Lanvers, Ursula. / Public debates on the Englishization of education in Germany : A critical discourse analysis. In: European Journal of Language Policy. 2018 ; Vol. 10, No. 1. pp. 39-76.

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@article{df1a9b95fd854476ac66267bf5ead1a8,
title = "Public debates on the Englishization of education in Germany: A critical discourse analysis",
abstract = "Germany has embraced the “craze for English” relatively readily (W{\"a}chter and Maiworm2014), increasing the use of English in education in all forms: as a foreign language, asmedium of instruction, and in content and language integrated learning: a phenomenondescribed as Englishization. However, much controversy remains over the pace, mannerand degree with which English is taught in Germany.This article investigates how the topic of Englishization in education – in the broadestsense – and in all sectors (from primary to tertiary sector) is discussed in printed Germanmedia. Using the database Nexis, a dataset comprised of 156 German language newsarticles on the controversies around English in the German education system wasestablished. The dataset includes news outlets with national as well as regional coverage,and spans the period from 1 February 2000 to 23 March 2017.Corpus linguistics methods (frequencies, concordances) and thematic discourseanalysis were used to analyse the body of the texts. The results were compared acrosseducational sectors covered, and the level of geographical coverage of the newspaper/source (regional, federal). The discussion considers how debates around Englishizationin education vary depending on the education sector. Results are interpreted withinthe context of a) contested jurisdictions pertaining to language education in Germany(especially sovereignty of the 16 Bundesl{\"a}nder to determine their education policy, i.e.Kulturhoheit) b) tensions between institutional (school, university), individual (staff,students), national and international agendas (e.g. Bologna, the European aim of mothertongue+2 language skills) c) tensions between attitudes of protectionism (borderingon reminiscence) towards the German language on the one hand, and pragmatism andinternationalism on the other.",
keywords = "Discourse analysis, Englishization, German education system, Language learning, L{\"a}nder",
author = "Ursula Lanvers",
year = "2018",
month = "4",
day = "14",
doi = "10.3828/ejlp.2018.3",
language = "English",
volume = "10",
pages = "39--76",
journal = "European Journal of Language Policy",
issn = "1757-6822",
publisher = "Liverpool University Press",
number = "1",

}

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TY - JOUR

T1 - Public debates on the Englishization of education in Germany

T2 - A critical discourse analysis

AU - Lanvers, Ursula

PY - 2018/4/14

Y1 - 2018/4/14

N2 - Germany has embraced the “craze for English” relatively readily (Wächter and Maiworm2014), increasing the use of English in education in all forms: as a foreign language, asmedium of instruction, and in content and language integrated learning: a phenomenondescribed as Englishization. However, much controversy remains over the pace, mannerand degree with which English is taught in Germany.This article investigates how the topic of Englishization in education – in the broadestsense – and in all sectors (from primary to tertiary sector) is discussed in printed Germanmedia. Using the database Nexis, a dataset comprised of 156 German language newsarticles on the controversies around English in the German education system wasestablished. The dataset includes news outlets with national as well as regional coverage,and spans the period from 1 February 2000 to 23 March 2017.Corpus linguistics methods (frequencies, concordances) and thematic discourseanalysis were used to analyse the body of the texts. The results were compared acrosseducational sectors covered, and the level of geographical coverage of the newspaper/source (regional, federal). The discussion considers how debates around Englishizationin education vary depending on the education sector. Results are interpreted withinthe context of a) contested jurisdictions pertaining to language education in Germany(especially sovereignty of the 16 Bundesländer to determine their education policy, i.e.Kulturhoheit) b) tensions between institutional (school, university), individual (staff,students), national and international agendas (e.g. Bologna, the European aim of mothertongue+2 language skills) c) tensions between attitudes of protectionism (borderingon reminiscence) towards the German language on the one hand, and pragmatism andinternationalism on the other.

AB - Germany has embraced the “craze for English” relatively readily (Wächter and Maiworm2014), increasing the use of English in education in all forms: as a foreign language, asmedium of instruction, and in content and language integrated learning: a phenomenondescribed as Englishization. However, much controversy remains over the pace, mannerand degree with which English is taught in Germany.This article investigates how the topic of Englishization in education – in the broadestsense – and in all sectors (from primary to tertiary sector) is discussed in printed Germanmedia. Using the database Nexis, a dataset comprised of 156 German language newsarticles on the controversies around English in the German education system wasestablished. The dataset includes news outlets with national as well as regional coverage,and spans the period from 1 February 2000 to 23 March 2017.Corpus linguistics methods (frequencies, concordances) and thematic discourseanalysis were used to analyse the body of the texts. The results were compared acrosseducational sectors covered, and the level of geographical coverage of the newspaper/source (regional, federal). The discussion considers how debates around Englishizationin education vary depending on the education sector. Results are interpreted withinthe context of a) contested jurisdictions pertaining to language education in Germany(especially sovereignty of the 16 Bundesländer to determine their education policy, i.e.Kulturhoheit) b) tensions between institutional (school, university), individual (staff,students), national and international agendas (e.g. Bologna, the European aim of mothertongue+2 language skills) c) tensions between attitudes of protectionism (borderingon reminiscence) towards the German language on the one hand, and pragmatism andinternationalism on the other.

KW - Discourse analysis

KW - Englishization

KW - German education system

KW - Language learning

KW - Länder

UR - http://www.scopus.com/inward/record.url?scp=85045387849&partnerID=8YFLogxK

U2 - 10.3828/ejlp.2018.3

DO - 10.3828/ejlp.2018.3

M3 - Article

VL - 10

SP - 39

EP - 76

JO - European Journal of Language Policy

JF - European Journal of Language Policy

SN - 1757-6822

IS - 1

ER -