Skip to main content
SpringerLink
Log in

Post-monolingual Education

  • Chapter
  • First Online:
Pedagogies for Internationalising Research Education

Part of the book series: Education Dialogues with/in the Global South ((EDGS))

Abstract

Acknowledging the multilingual capabilities of non-Western Higher Degree Researchers (HDRs) requires implementing educational measures that enable them to pursue high levels of academic proficiency in their languages, especially in terms of theorising. Our theoretic-pedagogical framework for post-monolingual education is directed at deepening and extending HDRs’ capabilities for using their languages for academic research. Worldly orientations to internationalising research education are finding expression in the shift from monolingualism, through context-bound serial multilingualism, to post-monolingualism. This chapter explores a key element of worldly orientations to internationalising research education, namely—pedagogies of post-monolingual education.

To provide an understanding of post-monolingual education, it is necessary to consider how languages relate to theorising, and how theorising relates to languages. Pedagogies for post-monolingual education include encouraging HDRs to document the presence of words of foreign derivation in their languages. Sometimes Anglophone, Wester-centric education ignores the history of Western knowledge, and how it has travelled from non-Western countries or regions, in local languages and via translation. Post-monolingual education also involves allowing HDRs to demonstrate their multilingual capabilities through their writing about the productive interrelationships between these languages, as well as their ability to write in their languages. Post-monolingual education means making space for HDRs’ using and mixing different languages with—and without—translation. Deliberately using different languages without translation involves producing academic texts that are written in a mix of languages, as a stimulus for reflecting on possibilities for post-monolingual education.

These examples of the ‘what and how’ of post-monolingual education provide HDRs with ways of demonstrating and developing through their multilingual capabilities for theorising through their research. Such post-monolingual interventions can be productive if they help change the conceptual framework governing the sense and sensibilities associated with academic language use, and may help open paths to ever-more innovative post-monolingual practices. In more than a few Anglophone, Western-centric universities, international education empties out such pedagogical potential. Challenging the internationalisation of Anglophone, Western-centric education opens up questions about acknowledging alternate sources of theoretic-linguistic knowledge by moving away from ‘deficit’ constructions of non-Western HDRs and moving toward educational settings where these non-Western HDRs are producing knowledge.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abongdia, J. (2014). Ideologies and attitudes of foundation students at a multilingual university. Mediterranean Journal of Social Sciences, 5(4), 415–422.

    Google Scholar 

  • Agnew, J. (2015). The geopolitics of knowledge about world politics: A case study in US hegemony. In P. Meusburger, D. Gregory, & L. Suarsana (Eds.), Geographies of Knowledge and Power (pp. 235–246). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Ahenakew, C., Andreotti, V., Cooper, G., & Hireme, H. (2014). Beyond epistemic provincialism: De-provincializing Indigenous resistance. AlterNative: An International Journal of Indigenous Peoples, 10(3), 216–231.

    Google Scholar 

  • Ainsworth, J. (2010). Language, power, and identity in the workplace: Enforcement of ‘English-only’ rules by employers. Seattle Journal for Social Justice, 9(1), 11–12.

    Google Scholar 

  • Akena, F. (2012). Critical analysis of the production of Western knowledge and its implications for Indigenous knowledge and decolonization. Journal of Black Studies, 43(6), 599–619.

    Article  Google Scholar 

  • Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 93–104). Mahwah: Erlbaum.

    Google Scholar 

  • Bailey, R. (2003). Conceptual metaphor, language, literature and pedagogy. Journal of Language and Learning, 1(2), 59–72.

    Google Scholar 

  • Baldwin, D. (2012). From Wisconsin to Egypt and back again: A comment on Bridgette Baldwin’s analysis of the shadow work thesis. Western New England Law Review, 34(2), 475–488.

    Google Scholar 

  • Bensoussan, M. (2009). Reading preferences and expectations of multilingual Israeli university students. Journal of Multilingual and Multicultural Development, 30(6), 465–480.

    Article  Google Scholar 

  • Berhanu, G. (2011). Academic racism. Education Review, 14(12). http://www.edrev.info/essays/v14n12.pdf

  • Bjartveit, C., & Panayotidis, E. (2014). Practicing palimpsest: Layering stories and disrupting dominant western narratives in early childhood education. Journal of Applied Hermeneutics. http://jah.journalhosting.ucalgary.ca/jah/index.php/jah/article/view/53/pdf

  • Blommaert, J., Creve, L., & Willaert, E. (2006). On being declared illiterate: Language-ideological disqualification in Dutch classes for immigrants in Belgium. Language & Communication, 26(1), 34–54.

    Article  Google Scholar 

  • Bondy, J. (2015). Negotiating domination and resistance: English language learners and Foucault’s care of the self in the context of English-only education. Race Ethnicity and Education, 1–21. doi:10.1080/13613324.2015.1095171.

  • Cameron, D. (2012). English as a global commodity. In T. Nevalainen & E. Traugott (Eds.), The Oxford handbook of the history of English (pp. 352–361). Oxford: Oxford University Press.

    Google Scholar 

  • Canagarajah, S. (2002). Multilingual writers and the academic community. Journal of English for Academic Purposes, 1(1), 29–44.

    Article  Google Scholar 

  • Canagarajah, S. (2011). Codemeshing in academic writing. The Modern Language Journal, 95, 401–417.

    Article  Google Scholar 

  • Cannon, G. (1984). Zero plurals among the Japanese loanwords in English. American Speech, 59(2), 149–158.

    Article  Google Scholar 

  • Cantwell, B. (2015). Are international students cash cows? Examining the relationship between new international undergraduate enrollments and institutional revenue at public colleges and universities in the US. Journal of International Students, 5(4), 512–525.

    Google Scholar 

  • Cazden, C., & others (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Education Review, 66(1), 60–92.

    Article  Google Scholar 

  • Chen, X. (2012). Meng Zhigang’s artistic thinking. Arts News Weekly, 2. Retrieved from cnki.net. Accessed 15 Feb 2016.

    Google Scholar 

  • Choi, P. (2010). ‘Weep for Chinese University’: A case study of English hegemony and academic capitalism in higher education in Hong Kong. Journal of Education Policy, 25(2), 233–252.

    Article  Google Scholar 

  • Coley, M. (1999). The English language entry requirements of Australian Universities for students of non‐English speaking background. Higher Education Research & Development, 18(1), 7–17.

    Article  Google Scholar 

  • Curran, K., & Huang, W. (2008). A multilingual mobile university information portal designed to cater for visiting overseas students. Interactive Technology and Smart Education, 5(1), 4–28.

    Article  Google Scholar 

  • Davies, G. (2007). Worrying about China. Cambridge: Harvard University Press.

    Book  Google Scholar 

  • De Bres, J., & Franziskus, A. (2014). Multilingual practices of university students and changing forms of multilingualism in Luxembourg. International Journal of Multilingualism, 11(1), 62–75.

    Article  Google Scholar 

  • Dippold, D. (2015). Classroom interaction: The Internationalized Anglophone University. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Durkin, K. (2008). The adaptation of East Asian masters students to Western norms of critical thinking and argumentation in the UK. Intercultural Education, 19(1), 15–27.

    Article  Google Scholar 

  • Edwards, R. (2006). What’s in a name? Language. Culture and Curriculum, 19(1), 90–103.

    Article  Google Scholar 

  • Egege, S., & Kutieleh, S. (2004). Critical thinking: Teaching foreign notions to foreign students. International Education Journal, 4(4), 75–85.

    Google Scholar 

  • Fairbrother, G. (2003). The effects of political education and critical thinking on Hong Kong and Mainland Chinese University students’ national attitudes. British Journal of Sociology of Education, 24(5), 605–620.

    Article  Google Scholar 

  • Flores, N., & Schissel, J. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards‐based reform. TESOL Quarterly, 48(3), 454–479.

    Article  Google Scholar 

  • Freely, J. (2011). Light from the East. London: I.B. Tauris.

    Google Scholar 

  • Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Gonzalez, J., Pollard-Durodola, S., Saenz, L., Soares, D., Davis, H., Resendez, N., & Zhu, L. (2015). Spanish and English early literacy profiles of preschool Latino English language learner children. Early Education and Development, 27(4), 1–19. doi:10.1080/10409289.2015.1077038.

  • Goody, J. (2009). Supremacy or alternation? Theory. Culture & Society, 26(7–8), 148–155.

    Article  Google Scholar 

  • Goody, J. (2010). The eurasian miracle. Cambridge: Polity Press.

    Google Scholar 

  • Gordon, M. (2015). Scientific babel: The language of science from the fall of latin to the rise of English. London: Profile Books.

    Book  Google Scholar 

  • Gu, M., & Tong, H. (2012). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong. Language and Education, 26(6), 501–515.

    Article  Google Scholar 

  • Guerin, C., Xafis, V., Doda, D., Gillam, M., Larg, A., Luckner, H., Jahan, N., Widayati, A., & Xu, C. (2013). Diversity in collaborative research communities: A multicultural, multidisciplinary thesis writing group in public health. Studies in Continuing Education, 35(1), 65–81.

    Google Scholar 

  • Gunesch, K. (2013). Intercultural understanding via local and global educational citizenship: A contribution to international education via a lived-in substantiation of multilingualism and cosmopolitanism. Journal of Research in International Education, 12(2), 173–189.

    Article  Google Scholar 

  • Hafiz, A., Ali, A., Nida, F., Deep, S., & Talha, R. (2012). Loan words of Urdu in standard English. Asian Journal of Social Sciences & Humanities, 1(2), 161–172.

    Google Scholar 

  • Han, J., Singh, M., & Liu, Q. (2015). Work integrated learning for higher degree research: A pilot study of bilingual teacher-researcher education program. Modern University Education, 4, 93–97.

    Google Scholar 

  • Han, J., Zhang, Z., & Singh, M. (2014). Marginalization of non-native English speakers under the dominance of standard English: A case study of non-native English speaking teachers in Australia. Modern University Education, 5, 33–37.

    Google Scholar 

  • Harris, A. (2011). Singing into language. Discourse, 32(5), 729–743.

    Google Scholar 

  • Haupt, G., & Koch, E. (2012). The argument for evaluating monolingual language tests for equivalence across language groups. Southern African Linguistics and Applied Language Studies, 30(1), 65–76.

    Article  Google Scholar 

  • Heywood, P. (2016). ‘Academic racism’ and the neglected scholarship of the anatomist M. Wharton Young, MD, PhD (1904–1986). Journal of Medical Biography, 1–7. doi:10.1177/0967772015622628.

  • Hlatshwayo, A., & Siziba, L. (2013). University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus. Stellenbosch Papers in Linguistics Plus, 42, 81–92.

    Article  Google Scholar 

  • Hobson, J. (2004). The Eastern origins of Western civilization. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Hong, G. (2008). “The future of our worlds”: Black feminism and the politics of knowledge in the university under globalization. Meridians: Feminism, Race, Transnationalism, 8(2), 95–115.

    Article  Google Scholar 

  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

    Google Scholar 

  • Hopewell, S., & Escamilla, K. (2014). Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving. Journal of Literacy Research, 46(1), 68–89.

    Article  Google Scholar 

  • Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278.

    Article  Google Scholar 

  • Horner, B., & Trimbur, J. (2002). English only and US college composition. College Composition and Communication, 53(4), 594–630.

    Article  Google Scholar 

  • Huang, X. (2011). A ‘self-study’ of a Chinese teacher-researcher’s practice of transnational knowledge exchange (Unpublished Master of Education (Honours) thesis). Western Sydney University, Penrith, Australia.

    Google Scholar 

  • Illich, I. (1981). Shadow work. Boston: M. Boyars.

    Google Scholar 

  • Joseph, M., & Ramani, E. (2012). “Glocalization”: Going beyond the dichotomy of global versus local through additive multilingualism. International Multilingual Research Journal, 6(1), 22–34.

    Article  Google Scholar 

  • Kachru, B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3–20.

    Article  Google Scholar 

  • Karram, G. (2013). International students as lucrative markets or vulnerable populations: A critical discourse analysis of national and institutional events in four nations. Comparative and International Education/Éducation Comparée et Internationale, 42(1), Article 6. http://ir.lib.uwo.ca/cie-eci/vol42/iss1/6

  • Kaye, A. (2004). Persian loanwords in English. English Today, 20(4), 20–24.

    Article  Google Scholar 

  • Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate “difference”? International Journal of Intercultural Relations, 27(4), 445–465.

    Article  Google Scholar 

  • Kolb, E. (1969). The Scandinavian loanwords in English and the date of the west Norse change MP>PP, NT>TT, NK>KK. English Studies, 50(1–6), 129–140.

    Article  Google Scholar 

  • Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.

    Google Scholar 

  • Kwan, T., & Tang, T. (1996). Learning experiences of overseas non-English speaking background students: A case study of an Australian University. New Horizon in Education, 39, 90–95.

    Google Scholar 

  • Lakoff, G. (1992). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and Thought (2nd ed., pp. 1–46). Cambridge: Cambridge University Press.

    Google Scholar 

  • Lakoff, G., & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor. Chicago: The University of Chicago Press.

    Book  Google Scholar 

  • Leman, J. (1990). Multilingualism as norm, monolingualism as exception: The Foyer Model in Brussels. In M. Byram & J. Leman (Eds.), Bicultural and Trilingual Education (pp. 7–27). Clevedon: Multilingual Matters.

    Google Scholar 

  • Léonard, J., Gragnic, J., & González, K. (2013). Multilingual policies put into practice: Co-participative educational workshops in Mexico. Current Issues in Language Planning, 14(3–4), 419–435.

    Article  Google Scholar 

  • Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese University students in the UK. Applied Linguistics, 34(5), 516–535.

    Article  Google Scholar 

  • Lie, K. (2010). Sustaining diversity in higher education: Engaging the critical literacy of multilingual students in a Malaysian postgraduate classroom. Procedia-Social and Behavioral Sciences, 7, 389–397.

    Article  Google Scholar 

  • Liggett, T. (2009). Unpacking white racial identity in English language teacher education. In R. Kubota & A. Lin (Eds.), Race, culture, and identities in second language education: Exploring critically engaged practice (pp. 27–43). New York: Routledge.

    Google Scholar 

  • Liu, X., & Zhang, L. (2011). On Chinese loanwords in English. Theory and Practice in Language Studies, 1(12), 1816–1819.

    Google Scholar 

  • Lozovksy, N. (1975). The emancipation of Russian women: A struggle for intellectual equality. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 10(001), 86–90.

    Google Scholar 

  • MacDonald, C. (1998). Manufacturing motherhood: The shadow work of nannies and au pairs. Qualitative Sociology, 21(1), 25–53.

    Article  Google Scholar 

  • Madiba, M. (2010). Towards multilingual higher education in South Africa: The university of Cape Town’s experience. Language Learning Journal, 38(3), 327–346.

    Article  Google Scholar 

  • Maldonado, M. (2014). Latino incorporation and racialized border politics in the heartland interior enforcement and policeability in an English-only state. American Behavioral Scientist, 58(14), 1927–1945.

    Article  Google Scholar 

  • Maldonado-Torres, N. (2011). Thinking through the decolonial turn: Post-continental interventions in theory, philosophy, and critique. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(2). ssha_transmodernity_11805. Retrieved from http://escholarship.org/uc/item/59w8j02x

  • Marginson, S., & Sawir, E. (2011). Ideas for Intercultural Education. London: Palgrave Macmillan.

    Google Scholar 

  • Marker, M. (2004). Theories and disciplines as sites of struggle: The reproduction of colonial dominance through the controlling of knowledge in the academy. Canadian Journal of Native Education, 28(1&2), 102–110.

    Google Scholar 

  • Marriott, H. (2013). Multilingualism among university staff: A case study of language management at an Australian university. International Journal of Multilingualism, 10(4), 454–468.

    Article  Google Scholar 

  • Marshall, S. (2009). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Education, 24(1), 41–56.

    Article  Google Scholar 

  • Masschelein, J., & Simons, M. (2010). The hatred of public schooling: The school as the mark of democracy. Educational Philosophy and Theory, 42(5–6), 666–682.

    Article  Google Scholar 

  • Matsuda, P. (2006). The myth of linguistic homogeneity in US college composition. College English, 68(6), 637–651.

    Article  Google Scholar 

  • Mayuzumi, K., Motobayashi, K., Nagayama, C., & Takeuchi, M. (2007). Transforming diversity in Canadian higher education: A dialogue of Japanese women graduate students. Teaching in Higher Education, 12(5–6), 581–592.

    Article  Google Scholar 

  • McCarty, T., Borgoiakova, T., Gilmore, P., Lomawaima, K., & Romero, M. (2005). Indigenous epistemologies and education. Anthropology & Education Quarterly, 36(1), 1–7.

    Article  Google Scholar 

  • McMillan, B., & Rivers, D. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251–263.

    Article  Google Scholar 

  • Meier, A. (2000). The status of “foreign words” in English: The case of eight German words. American Speech, 75(2), 169–183.

    Article  Google Scholar 

  • Meng, H. (2012). Democratising Australian, Anglophone research education in the face of Eurocentric knowledge transfer: Turning mute Chinese linguistic and theoretical assets into analytical tools (Unpublished doctoral thesis). Western Sydney University, Penrith, Australia.

    Google Scholar 

  • Metcalfe, A., & Fenwick, T. (2009). Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada. Higher Education, 57(2), 209–225.

    Article  Google Scholar 

  • Mignolo, W. (2003). Globalization and the geopolitics of knowledge: The role of the humanities in the corporate university. Nepantla: Views from South, 4(1), 97–119.

    Google Scholar 

  • Moskvina, J., & Gruževskis, B. (2014). Multilingualism as a business development factor. Business: Theory and Practice/Verslas: Teorija ir Praktika, 15(1), 22–31.

    Article  Google Scholar 

  • Naidoo, R. (2008). Entrenching international inequality: Higher education as a global commodity and its impact on developing countries. In J. Canaan & W. Shumar (Eds.), Structure and agency in the Neo-Liberal University (pp. 84–100). London: Routledge.

    Google Scholar 

  • Ndhlovua, F. (2010). Belonging and attitudes towards ethnic languages among African migrants in Australia. Australian Journal of Linguistics, 30(3), 299–321.

    Article  Google Scholar 

  • Omoniyi, T. (2003). Local policies and global forces: Multiliteracy and Africa’s Indigenous languages. Language Policy., 2(133–152), 2003.

    Google Scholar 

  • Pavlenko, A. (2003). I never knew I was a bilingual. Journal of Language, Identity & Education, 2(4), 251–268.

    Article  Google Scholar 

  • Qi, J. (2013). Critique-based multilingual knowledge co-construction: Staging dissensus in transnational teacher education programs (Unpublished doctoral thesis). Western Sydney University, Penrith, Australia.

    Google Scholar 

  • Qi, J. (2014). A networked-hutong siwei of critiques for critical teacher education. Asia-Pacific Journal of Teacher Education, 42(4), 379–391.

    Article  Google Scholar 

  • Qi, J. (2015). Knowledge hierarchies in transnational education: Staging dissensus. London: Routledge.

    Google Scholar 

  • Rancière, J. (2008). Hatred of democracy. London: Verso.

    Google Scholar 

  • Robertson, S. (2011). Cash cows, backdoor migrants, or activist citizens? International students, citizenship, and rights in Australia. Ethnic and Racial Studies, 34(12), 2192–2211.

    Article  Google Scholar 

  • Scarino, A. (2014). Situating the challenges in current languages education policy in Australia–Unlearning monolingualism. International Journal of Multilingualism, 11(3), 289–306.

    Article  Google Scholar 

  • Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80(6), 453–460.

    Google Scholar 

  • Selmeczi, A. (2014). Dis/placing political illiteracy: The politics of intellectual equality in a South African shack-dwellers’ movement. Interface: A Journal for and about Social Movements, 6(1), 230–265.

    Google Scholar 

  • Shi, Y. (2012, August 1). What makes Chinese people lack logics. Life Week. Retrieved from http://www.lifeweek.com.cn/2012/0801/38084.shtml

  • Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418–429.

    Article  Google Scholar 

  • Shohamy, E. (2013). The discourse of language testing as a tool for shaping national, global, and transnational identities. Language and Intercultural Communication, 13(2), 225–236.

    Article  Google Scholar 

  • Shohamy, E., & Menken, K. (2015). Language assessment. In W. Wright, S. Boun, & O. García (Eds.), The Handbook of Bilingual and Multilingual Education (pp. 253–269). London: Wiley.

    Google Scholar 

  • Simons, M., & Masschelein, J. (2010). Hatred of democracy ... and of the public role of education? Introduction to the special issue on Jacques Rancière. Educational Philosophy and Theory, 42(5–6), 509–522.

    Article  Google Scholar 

  • Singh, M. (2009). Using Chinese knowledge in internationalising research education. Globalisation, Societies and Education, 7(2), 185–201.

    Article  Google Scholar 

  • Singh, M. (2011). Learning from China to internationalise Australian research education: Pedagogies of intellectual equality and ‘optimal ignorance’of ERA journal rankings. Innovations in Education and Teaching International, 48(4), 355–365.

    Article  Google Scholar 

  • Singh, M. (2012). Pedagogies of intellectual equality for connecting with non-Western theories: Alternatives to celebrating multicultural or sanctioning fundamentalist identities. In H. Wright, M. Singh, & R. Race (Eds.), Precarious international multicultural education: Hegemony, dissent and rising alternatives (pp. 237–258). Rotterdam: Sense.

    Chapter  Google Scholar 

  • Singh, M. (2013). Worldly critical theorizing in Euro-American centered teacher education? Preparing bilingual teacher-researcher theorists for the twenty first century. In X. Zhu Xudong & K. Zeichner (Eds.), Global teacher education (pp. 141–169). Dordrecht: Springer.

    Google Scholar 

  • Singh, M. (2015a). ‘Other thoughts’ to guide research educators, candidates and managers. Educational Philosophy and Theory: Incorporating Access, 48(5), 535–539. doi:10.1080/00131857.2014.1000568.

    Article  Google Scholar 

  • Singh, M. (2015b). Against Asia-centric methods: Australia-China theoretic-linguistic knowledge co-production. In H. Zhang, P. Chan, & J. Kenway (Eds.), Asia as method in education studies: A defiant research imagination (pp. 144–162). New York: Routledge.

    Google Scholar 

  • Singh, M., & Cui, G. (2011). Internationalising Western doctoral education through bilingual research literacy. Pertanika Journal Society Science & Humanities, 19(2), 535–545.

    Google Scholar 

  • Singh, M., & Cui, G. (2012a). Epistemic justice and the communication of non-Western theoretical tools: Advancing the internationalization of research education. In A. Yeung, C. Lee, & E. Brown (Eds.), Communication and language: Surmounting barriers to cross-cultural understanding (pp. 303–324). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Singh, M., & Cui, G. (2012b). Multiple dimensions of media communication skills: New demands for transnational, trans-cultural knowledge exchange. In A. Patil, H. Eijkman, & E. Bhattacharyya (Eds.), New media communication skills for engineers and IT professionals (pp. 160–174). Hershey, PA: IGI Global.

    Chapter  Google Scholar 

  • Singh, M., & Guo, W. (2008). Centring students’ bilingual capabilities in quality university teaching. In J. McConachie, M. Singh, P. Danaher, F. Nouwens, & G. Danaher (Eds.), Changing university learning and teaching (pp. 221–235). Teneriffe, QLD: PostEd Press.

    Google Scholar 

  • Singh, M., & Han, J. (2008). The commoditization of English and the bologna process: Global products and services, exchange mechanisms and trans-national labour. In P. Tan & R. Rubdy (Eds.), Language as commodity: Global structures, local marketplaces (pp. 204–224). London: Continuum.

    Google Scholar 

  • Singh, M., Harreveld, R., Gao, T., & Dannaher, P. (2014). Mobility and local/international knowledge co-production: Innovation in the post-monolingual learning of Chinese. In R. Arber, J. Blackmore, & A. Vongalis-Macrow (Eds.), Mobile teachers and curriculum in international schooling (pp. 121–139). Rotterdam: Sense.

    Google Scholar 

  • Soto, L., & Kharem, H. (2006). A post-monolingual education. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, 7(1), 21–34.

    Google Scholar 

  • Taylor, L., Bernhard, J., Garg, S., & Cummins, J. (2008). Affirming plural belonging: Building on students’ family-based cultural and linguistic capital through multiliteracies pedagogy. Journal of Early Childhood Literacy, 8(3), 269–294.

    Article  Google Scholar 

  • Tian, J., & Low, G. (2011). Critical thinking and Chinese University students: A review of the evidence. Language, Culture and Curriculum, 24(1), 61–76.

    Article  Google Scholar 

  • van der Walt, C. (2013). Multilingual higher education: Beyond English medium orientations. Bristol: Multilingual Matters.

    Google Scholar 

  • van Oorschot, I. (2013). Negotiating knowledges abroad. Compare: A Journal of Comparative and International Education, 44(6), 895–915. doi:10.1080/03057925.2013.824782.

    Google Scholar 

  • Vorhölter, J. (2012). Negotiating social change: Ugandan discourses on Westernisation and neo-colonialism as forms of social critique. The Journal of Modern African Studies, 50(02), 283–307.

    Article  Google Scholar 

  • Woodward‐Kron, R. (2007). Negotiating meanings and scaffolding learning: Writing support for non‐English speaking background postgraduate students. Higher Education Research & Development, 26(3), 253–268.

    Article  Google Scholar 

  • Worden, D., Schreiber, B., Kurtz, L., Kaczmarek, M., & Lee, E. (2015). Collaborative power: Graduate students creating and implementing faculty development workshops on multilingual writing pedagogy. Teaching/Writing: The Journal of Writing Teacher Education, 4(1), 28–46.

    Google Scholar 

  • Xin, R. (2007). Miss chopsticks. London: Chatto & Windus.

    Google Scholar 

  • Yildiz, Y. (2011). Beyond the mother tongue: The Postmonolingual condition. New York: Fordham University Press.

    Book  Google Scholar 

  • Zhai, Y. (2014, November 29). Rich and Wilful—From the hostility to the rich to mocking the rich. Global Times. http://opinion.huanqiu.com/editorial/2014-11/5220362.html

  • Zhang, B. (2003). Why is Chinese critique absent? Modern Chinese Studies, (80). Retrieved from http://www.modernchinastudies.org/us/issues/past-issues/80-mcs-2003-issue-1/1268-2012-01-06-09-16-39.html

  • Zhang, Y. (2015). The West learning from the East and East learning from the West-Zhongxi ronghe. Theory Weekly. http://epaper.gmw.cn/gmrb/images/2015-08/12/14/2015081214_pdf.pdf

  • Zhou, Y., Knoke, D., & Sakamoto, I. (2005). Rethinking silence in the classroom. International Journal of Inclusive Education, 9(3), 287–311.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, University of Western Sydney, Sydney, Australia

    Michael Singh & Jinghe Han

Authors
  1. Michael Singh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jinghe Han
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Author(s)

About this chapter

Cite this chapter

Singh, M., Han, J. (2017). Post-monolingual Education. In: Pedagogies for Internationalising Research Education . Education Dialogues with/in the Global South. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-2065-0_6

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-2065-0_6

  • Published:

  • Publisher Name: Palgrave Macmillan, Singapore

  • Print ISBN: 978-981-10-2064-3

  • Online ISBN: 978-981-10-2065-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation