In:The Multilingual Challenge for the Construction and Transmission of Scientific Knowledge:
Anne-Claude Berthoud and Laurent Gajo
[Multilingualism and Diversity Management 5] 2020
► pp. v–viii
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Published online: 4 November 2020
https://doi.org/10.1075/mdm.5.toc
https://doi.org/10.1075/mdm.5.toc
Table of contents
Acknowledgements
ix
Introduction
1
Multilingualism as a revealer and an enhancer
2
Research background
3
Presentation of chapters
6
Part I.Studying multilingualism and knowledge construction in higher education: Theoretical issues and analytical tools
Chapter 1.A linguistic perspective on knowledge construction in multilingual interaction
11
1.1A meso-interactional epistemological stance
12
1.2Theoretical and analytical notions specific to multilingual interaction in an institutional setting
17
Chapter 2.Multilingualism, metalinguistic activity and knowledge construction
23
2.1Similarity between metalinguistic activity and multilingual work
24
2.2Multilingualism and multicoding: What bilingual teaching and collaborative writing tell us
27
2.3Continuity between content and language issues
35
Chapter 3.Knowledge and teaching: The role of language
37
3.1The notion of knowledge
38
3.2Knowledge and teaching
40
3.3Knowledge and content in languages and bilingual education
42
Chapter 4.Teaching procedures, participation regimes and knowledge construction
45
4.1Language regime and participation regime: Some theoretical issues
47
4.2Analysis of three configurations
52
4.3Final discussion
60
Part II.Multilingualism as a cognitive and communicative resource for science
Chapter 5.Multilingualism as a cognitive resource
65
5.1Diversity of disciplines and diversity of scientific practices
68
5.2Constitutive and vehicular functions of language in the diversity of methods of scientific work
71
5.3From language to community through languaging
74
5.4Multilingualism and languaging
76
Chapter 6.Multilingualism, interdisciplinarity, and the construction of knowledge
79
6.1The semiotic fertility of multilingual legal systems (Alain Papaux)
80
6.2Variations on the theme of the body and disease (Lazare Benaroyo)
82
6.3The impact of multilingualism on a Swiss public health information campaign about organ donation (Gilles Merminod)
84
6.4Language of the ‘head’ and language of emotions (Jacques Dubochet)
88
6.5Neuroscience research in relation to language (Françoise Schenk)
89
6.6Breaking away from language, and scientific progress (Henri Volken)
91
6.7In conclusion: Standardization and the myth of the lingua franca (Jean-Claude Usunier)
93
Chapter 7.Creativity, innovation and multilingualism
97
7.1Multilingualism between innovation and creativity: Some input from the field of economics
99
7.2Innovation and creativity in higher education: The role of multilingualism
101
Part III.Multilingualism and science: Language policy issues for higher education and research funding agencies
Chapter 8.Multilingualism and language policy in higher education
115
8.1Conditions for a multilingual policy in higher education and research
115
8.2Towards an embedded linguistics
121
Chapter 9.Multilingualism and assessment of science: Issues for research funding agencies
123
9.1Language issues for a research funding agency
124
9.2Features of the SNF’s language policy
126
9.3Languages used by applicants, staff and assessors
127
9.4Linguistic practices when assessing projects
128
9.5Assessor profiles: Views of language, views of science
130
9.6Final discussion: Multilingualism in the assessment of scientific research
136
Conclusions and perspectives
139
Scientific issues
140
Social issues
142
Actions to be taken
143
Bibliography
147
