Overview

Maintaining English as the sole language of knowledge production and dissemination in universities that enrol students who speak multiple languages, and those students learning other languages, is questionable. This groundbreaking work calls into question the exclusive use of academic English in internationalising higher education teaching and research. By interrogating the dominant assumptions informing the monolingual mindset, Postmonolingual Critical Thinking indicates that academically literate students can capably use their repertoires of languages and knowledge for educational purposes. The case for students’ languages and knowledge having a place in English-medium universities is made through evidence of the uses of Zhōngwén, academic Chinese. Proposing to broaden the scope of languages used for knowledge production and dissemination, this book highlights the educational potential of multilingualism. Postmonolingual Critical Thinking makes a unique proposal: that universities which recruit doctoral students from Asia create education policy practices that enable them to extend their multilingual capabilities. Arguing that by drawing on intellectual resources from their various languages, students construct knowledge of critical thinking in complex, interesting and potentially innovative ways, this book guides higher education institutions in putting this into practice. It outlines a pragmatic approach for universities to explore the potential of multipolar, multilingual education, while being attentive to the tensions posed by assertions of a monolingual mindset. Postmonolingual Critical Thinking has the potential to create great change in a higher education sector which is mired by a monolingual approach to graduate training. This unique and thought-provoking book is essential reading for those in the fields of applied linguistics, comparative education, higher education, international studies, teacher education and translation studies.

Full Product Details

Author:   Michael Singh ,  Si Yi Lu
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.476kg
ISBN:  

9780367409968

ISBN 10:   0367409968
Pages:   214
Publication Date:   27 April 2020
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1. Post Monolingual Critical Thinking: Multilingual/Monolingual Tensions. Chapter 2: Thinking Critically About Assumptions in the Literature. Chapter 3: Presuppositions about Postmonolingual Critical Thinking. Chapter 4: Pedagogically Engaging Students’ Prior Critical Thinking. Chapter 5: Students’ Rules for Postmonolingual Critical Thinking. Chapter 6: Reconstructing Postmonolingual Critical Thinking though Popular Culture. Chapter 7: Open-ended Postmonolingual Critical Thinking about the Business of Education. Chapter 8: Intercultural Self-Confidence through Postmonolingual Critical Thinking. Chapter 9: Lessons in Postmonolingual Critical Thinking.

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Author Information

Michael Singh is Professor at the Centre for Educational Research, Western Sydney University, Australia Lu Si Yi (陆思逸) is a Lecturer in Language Education at the School of Applied Foreign Languages, Zhejiang International Students University, People’s Republic of China.

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