European Journal of Language Policy

Policy development for English-medium instruction in French universities

European Journal of Language Policy (2018), 10, (1), 13–37.

DOI
https://doi.org/10.3828/ejlp.2018.2
Language
English
Pages
25

Abstract

In July 2013, Article 2 of the Fioraso Law was passed legalising English-medium instruction (EMI) in French universities. This controversial measure immediately sparked passionate debates in the National Assembly and the media. While on the surface this announcement signifies a historical shift in French language policy, a closer analysis of the policy formation signals a more complex picture. In an attempt to understand policy not as a politico-linguistic object but as a process and site of struggle, this paper focuses on how the parliamentary debates have been recontextualised in the drafting process of the law. The aim is to highlight the sensitive issues and major topics surrounding the EMI debate and trace the textual transformations of the law. This study focuses on four different versions of the Fioraso Law and the parliamentary debates. Drawing on the Discourse-Historical Approach (DHA), the author examines the extent to which the parliamentary debates influenced and shaped the language policy text. An analysis of the multiple revisions of the policy reveals marked differences between the initial draft of 2012 and the final version in 2013. The amendments show that certain key issues from the parliamentary discussions have been taken into account, notably concerns about the perceived threat of EMI on Francophonie. However, the textual transformations indicate greater resistance towards EMI than was actually the case in the parliamentary debates.

L’Article 2 de la loi Fioraso, votée en juillet 2013, légalisait l’enseignement en anglais dans les universités françaises. Cette disposition, très controversée, a donné lieu à des débats passionnés à l’Assemblée Nationale et dans les médias. Alors qu’à première vue cette décision signifie un changement historique dans la politique linguistique de la France, une analyse plus poussée révèle un tableau plus complexe. Cet article étudie la manière dont les débats parlementaires ont été recontextualisés au cours de l’élaboration de la loi. Le but est de mettre en évidence les questions sensibles et les thèmes principaux qui ressortent des débats sur l’enseignement en anglais et de suivre les transformations textuelles de la loi. L’article se concentre sur quatre versions différentes du texte et sur les débats parlementaires. S’appuyant sur la “Discourse-Historical Approach” nous tentons de montrer dans quelle mesure les débats parlementaires ont influencé et donné forme au texte de loi. Une analyse de ces multiples révisions met en lumière des différences importantes entre la première rédaction de 2012 et la dernière de 2013. Les amendements montrent que, sur certaines questions essentielles, il a été tenu compte des débats parlementaires, en particulier des craintes que l’enseignement en anglais puisse représenter une menace pour la francophonie. Cependant, les transformations textuelles indiquent une plus grande résistance à l’égard de l’enseignement en anglais que ce ne fut en réalité le cas au cours des débats parlementaires.

Access Token

FormatArticle

£25.00
READ THIS ARTICLE
References
Full Text
PDF
If you have private access to this content, please log in with your username and password here

Ager, D. (2001) Motivation in Language Planning and Language Policy. Clevedon: Multilingual Matters. Motivation in Language Planning and Language Policy Google Scholar

Ball, S.J. (1993) ‘What is Policy? Texts, Trajectories and Toolboxes’, The Australian Journal of Education Studies 13(2): 10–17. What is Policy? Texts, Trajectories and Toolboxes The Australian Journal of Education Studies 13 10 17 Google Scholar

Ball, S.J. (1998) ‘Big Policies/Small World: An Introduction to International Perspectives in Education Policy’, Comparative Education 34(2): 119–30. Big Policies/Small World: An Introduction to International Perspectives in Education Policy Comparative Education 34 119 30 Google Scholar

Bolton, K. and Kuteeva, M. (2012) ‘English as an Academic Language at a Swedish University: Parallel Language Use and the “Threat” of English’, Journal of Multilingual and Multicultural Development 33(5): 429–47. English as an Academic Language at a Swedish University: Parallel Language Use and the “Threat” of English Journal of Multilingual and Multicultural Development 33 429 47 Google Scholar

Bowe, R., Ball, S. and Gold, A. (1992) Reforming Education and Changing Schools: Case Studies in Policy Sociology. London: Routledge. Reforming Education and Changing Schools: Case Studies in Policy Sociology Google Scholar

Chansou, M. (1997) ‘Les politiques de la langue et la législation linguistique en France (1966–1994)’, Mots 52(1): 23–35. Les politiques de la langue et la législation linguistique en France (1966–1994) Mots 52 23 35 Google Scholar

Cooper, R.L. (1989) Language Planning and Social Change. Cambridge: Cambridge University Press. Language Planning and Social Change Google Scholar

Costa, F. and Coleman, J. (2013) ‘A Survey of English-medium Instruction in Italian Higher Education’, International Journal of Bilingual Education and Bilingualism 16(1): 3–19. A Survey of English-medium Instruction in Italian Higher Education International Journal of Bilingual Education and Bilingualism 16 3 19 Google Scholar

Dimova, S., Hultgren, A.K. and Jensen, C. (eds) (2015) English-medium Instruction in European Higher Education: English in Europe. Berlin: De Gruyter Mouton. English-medium Instruction in European Higher Education: English in Europe Google Scholar

Doiz, A., Lasagabaster, D. and Sierra, J.M. (eds) (2012) English-medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters. English-medium Instruction at Universities: Global Challenges Google Scholar

Doiz, A., Lasagabaster, D. and Sierra, J.M. (2014) ‘Language Friction and Multilingual Policies in Higher Education: The Stakeholders’ View’, Journal of Multilingual and Multicultural Development 35(4): 345–60. Language Friction and Multilingual Policies in Higher Education: The Stakeholders’ View Journal of Multilingual and Multicultural Development 35 345 60 Google Scholar

Edwards, R. and Holland, J. (2013) What is Qualitative Interviewing? London: Bloomsbury Academic. What is Qualitative Interviewing? Google Scholar

Estival, D. and Pennycook, A. (2011) ‘L’Académie française and Anglophone language ideologies’, Language Policy 10(4): 325–41. L’Académie française and Anglophone language ideologies Language Policy 10 325 41 Google Scholar

Fairclough, I. and Fairclough, N. (2012) Political Discourse: A Method for Advanced Students. New York: Routledge. Political Discourse: A Method for Advanced Students Google Scholar

Ferguson, G. (2006) Language Planning and Education. Edinburgh: Edinburgh University Press. Language Planning and Education Google Scholar

Hazeersingh, S. (2015) How the French Think: An Affectionate Portrait of an Intellectual People. New York: Basic Books. How the French Think: An Affectionate Portrait of an Intellectual People Google Scholar

Hornberger, N.H. and Johnson, D.C. (2007) ‘Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice’, TESOL Quarterly 41(3): 509–32. Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice TESOL Quarterly 41 509 32 Google Scholar

Hultgren, A.K., Jensen, C. and Dimova, S. (2015) ‘English-medium Instruction in European Higher Education: From the North to the South’, in S. Dimova, A.K. Hultgren and C. Jensen (eds), English-medium Instruction in European Higher Education. Berlin: De Gruyter Mouton, 1–15. English-medium Instruction in European Higher Education: From the North to the South English-medium Instruction in European Higher Education 1 15 Google Scholar

Jensen, C., Staehr, L.S. and Thøgersen, J. (2009) ‘Undervisers holdninger til engelsk som undervisningssprog– en spørgeskemaundersøgelse på Københavns Universitet’. Københavns Universitet: Center for Internationalisering og Parallelsproglighed. Undervisers holdninger til engelsk som undervisningssprog– en spørgeskemaundersøgelse på Københavns Universitet Google Scholar

Johnson, D.C. (2009) ‘Ethnography of Language Policy’, Language Policy 8(2): 139–59. Ethnography of Language Policy Language Policy 8 139 59 Google Scholar

Johnson, D.C. (2013) Language Policy. New York: Palgrave Macmillan. Language Policy Google Scholar

Knapp, A. (2011) ‘Using English as a Lingua Franca for (Mis-)Managing Conflict in an International University Context: An Example from a Course in Engineering’, Journal of Pragmatics 43(4): 978–90. Using English as a Lingua Franca for (Mis-)Managing Conflict in an International University Context: An Example from a Course in Engineering Journal of Pragmatics 43 978 90 Google Scholar

Kuteeva, M. and Airey, J. (2014) ‘Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy Developments’, Higher Education 67(5): 533–49. Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy Developments Higher Education 67 533 49 Google Scholar

Lasagabaster, D. (2015) ‘Multilingual Language Policy: Is it Becoming a Misnomer at University Level?’, in S. Dimova, A.K. Hultgren and C. Jensen (eds), English-Medium Instruction in European Higher Education. Berlin: De Gruyter Mouton, 115–34. Multilingual Language Policy: Is it Becoming a Misnomer at University Level? English-Medium Instruction in European Higher Education 115 34 Google Scholar

Leclerc, J. (2016) ‘L’aménagement linguistique dans le monde’. Québec: CEFAN Université Laval. Available at: http://www.axl.cefan.ulaval.ca (accessed 4 January 2017). Google Scholar

Liddicoat, A.J. (2013) Language-in-Education Policies: The Discursive Construction of Intercultural Relations. Bristol: Multilingual Matters. Language-in-Education Policies: The Discursive Construction of Intercultural Relations Google Scholar

Mann, S.J. (2016) The Research Interview: Reflexive Practice and Reflexivity in Research Processes. Basingstoke: Palgrave Macmillan. The Research Interview: Reflexive Practice and Reflexivity in Research Processes Google Scholar

May, S. (2001) Language and Minority Rights: Ethnicity, Nationalism and the Politics of Language. Harlow: Longman. Language and Minority Rights: Ethnicity, Nationalism and the Politics of Language Google Scholar

Pelletier, B. (2010) ‘D’où vient “le rayonnement de la France?”’ Available at: http://gestion-des-risques-interculturels.com/pays/europe/france/dou-vient-le-rayonnement-de-la-france/ (accessed 4 January 2017). Google Scholar

Reisigl, M. and Wodak, R. (2016) ‘The Discourse-Historical Approach (DHA)’, in R. Wodak and M. Meyer (eds), Methods of Critical Discourse Studies (3rd ed.) London: Sage. The Discourse-Historical Approach (DHA) Methods of Critical Discourse Studies Google Scholar

Saarinen, T. and Nikula, T. (2012) ‘Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education’, in A. Doiz, D. Lasagabaster and J.M. Sierra (eds), English-medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters, 131–50. Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education English-medium Instruction at Universities: Global Challenges 131 50 Google Scholar

Schiffman, H.F. (1996) Linguistic Culture and Language Policy. London: Routledge. Linguistic Culture and Language Policy Google Scholar

Spolsky, B. (2004) Language Policy. Cambridge: Cambridge University Press. Language Policy Google Scholar

Tange, H. (2010) ‘Caught in the Tower of Babel: University Lecturers’ Experiences with Internationalisation’, Language and Intercultural Communication 10(2): 137–49. Caught in the Tower of Babel: University Lecturers’ Experiences with Internationalisation Language and Intercultural Communication 10 137 49 Google Scholar

Wodak, R. (2009) The Discourse of Politics in Action: Politics as Usual. Basingstoke: Palgrave Macmillan. The Discourse of Politics in Action: Politics as Usual Google Scholar

Wodak, R. and Fairclough, N. (2010) ‘Recontextualizing European Higher Education Policies: The Cases of Austria and Romania’, Critical Discourse Studies 7(1): 19–40. Recontextualizing European Higher Education Policies: The Cases of Austria and Romania Critical Discourse Studies 7 19 40 Google Scholar

If you have private access to this content, please log in with your username and password here

Details

Author details

Blattès, Marianne