My PHD Thesis

Abstract In delving into the context of globalising trends and neoliberal educational policies, this PhD thesis aims to explore how the discourse of internationalisation, which is considered to be a direct consequence of globalisation, is constructed in top-down policies of universities. In particular, this study sought to identify and critically discuss the challenges and implications that English and other languages bring to the internationalisation process of predominantly monolingual institutions. 

The methodology used in the study drew on a mixed methods approach that combined quantitative corpus linguistics techniques with qualitative enquiry, namely, Critical Discourse Analysis. Both approaches were applied to a corpus of internationalisation and language policy documents organised into three main layers: the macro-level of European and national policies, the meso-level of institutional strategic documents from Spanish universities, and the micro-level, encompassing the internationalisation plan and language policy documents of a case study, the University of Zaragoza, a medium-sized primarily monolingual university in Spain. 

The main findings of this study showed that the implementation of internationalisation is done through a combination of internationalisation abroad strategies, namely, mobility, as well as an approach to internationalisation at home in the teaching domain. English and languages appeared at the core of the internationalisation agenda of universities, which supports the literature’s claims of the Englishisation of higher education. Turning to language policy, a two-fold mission was encountered in the documents. On the one hand, English was associated with international visibility and as a tool to attract international audiences. On the other, there was a maintenance stance for the local languages and commitment towards the acquisition of multilingual language competence, which calls for language management and language planning. 

Supporting the existing literature on internationalisation studies and language policy in higher education, it is concluded that top-down support and written plans are crucial for the success of institutional objectives. As this PhD study shows, a well-articulated strategy and strong support services are essential to foster stakeholders’ engagement in internationalisation and language-related initiatives.