ABSTRACT
This chapter examines the scope of linguistic diversity in a traditionally monolingual research university in Spain. Using an ethnographic case study approach, we collected three datasets: institutional documents and the institution’s website; data from English medium-instruction practices (recordings/observation of lectures); and data from semi-structured interviews with a small cohort of scholars in three disciplinary fields (Humanities, Sciences, and Economics). Overall, the data shows that the need to internationalise the university and promote the employability of graduates has resulted in diverse multilingual practices, but first and foremost, practices involving the use of English as a lingua franca (e.g. English-taught programmes and English-taught subjects, English language friendly modules, English used on the institutional website). This case study also offers evidence that the scholars’ attitudes and perceptions of English vis-à-vis perceptions of other academic languages are not ideologically neutral. English is “the” language for international research excellence and the provision of global education. Yet, the existing linguistic diversity across disciplinary communities on campus is seen as a crucial factor for internationalising the university and, as such, should be enhanced and preserved.
