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In:Plurilingual Education: Policies – practices – language development
Edited by Patrick Grommes and Adelheid Hu
[Hamburg Studies on Linguistic Diversity 3] 2014
► pp. 113–138

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Dynamics and management of linguistic diversity in companies and institutions 
of higher education

Results from the DYLAN-project

 | University of Basel
Published online: 15 July 2014
DOI logo with link
https://doi.org/10.1075/hsld.3.09lud
The DYLAN project provides a fresh look at multilingualism in businesses and institutions of higher education in terms of interrelationships between actual language practices, people’s representations about multilingualism, their declared choices, and the contexts in which they are confronted with linguistic diversity. DYLAN adopted a mixed methods approach, collecting and analysing different types of data such as official documents, interviews with agents at different hierarchical levels, job ads, web sites, the linguistic landscape, tape recordings of multilingual and monolingual interaction at the workplace and in teaching in educational institutions. Our analysis shows that the use of multilingual repertoires serves as a resource for the construction, transmission and use of knowledge, providing various kinds of access to information processing and helping actors retain and classify new information. A multilingual mode, encouraged by a policy of multilingualism and linked to an appropriate participatory framework, seems to be one of the conditions for taking full advantage of the multilingual asset.
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