University students\u2019 identity constructions as prospective multilingual highschool teachers: A lens into neoliberal educational elitism<\/em><\/p><\/p>\n\n\n\n ACP. (2018). Bachelor\u2019s Degree in English and French Studies. http:\/\/www.uab.cat\/web\/estudiar\/ehea-degrees\/general-information-1216708259085.html?param1=1264578113763<\/p>\n Cod\u00f3, E. & Pati\u00f1o, A. (2017). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy DOI: 10.1007\/s10993-017-9451-5. Flubacher, M., Duch\u00eane, A., & Coray, R. (2018). Language investment and employability. The uneven distribution of Resources in the public employment service. Switzerland: Palgrave. Heller, M. (2010). The commodification of language. Annual Review of Anthropology 39, 101\u2013114. Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42, 23\u201344. <\/p>\n","protected":false},"excerpt":{"rendered":" University students\u2019 identity constructions as prospective multilingual highschool teachers: A lens into neoliberal educational elitism Universities have become neoliberalized institutions who compete in the educational marketplace by selling English-mediated \u2018multilingual\u2019 degrees (Piller & Cho, 2013), particularly in Humanities, where students are profiled as transnational \u2018language workers\u2019 (Heller, 2010); e.g., in the teaching industry. In political […]<\/p>\n","protected":false},"author":66,"featured_media":0,"parent":699,"menu_order":13,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-750","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/pages\/750","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/users\/66"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/comments?post=750"}],"version-history":[{"count":0,"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/pages\/750\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/pages\/699"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/apinglocat\/wp-json\/wp\/v2\/media?parent=750"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Universities have become neoliberalized institutions who compete in the educational marketplace by selling English-mediated \u2018multilingual\u2019 degrees (Piller & Cho, 2013), particularly in Humanities, where students are profiled as transnational \u2018language workers\u2019 (Heller, 2010); e.g., in the teaching industry. In political economic terms, students are engrained in institutional\/governmental structures which position them as workers-to-be whose employability depends on individual self- responsibilization for attaining a command of \u2018English-plus-local-languages\u2019 (Flubacher, Duch\u00eane, & Coray, 2018). From a critical sociolinguistic perspective, this paper explores highschool \u2018FL-teacher\u2019 identities mobilized by 30 students enrolled in a Multilingualism degree in a top-ranked university (the UAB) in Barcelona. This offered linguistic\/literature content in partial EMI courses involving French, Spanish, Catalan, Classics, presented as required \u2018skills\u2019 for \u2018any profession related to languages in any country of the EU\u2019 (ACP, 2018). The data include audio-recorded life-narratives collected during a two-year ethnography (2011-2013), and follow-up \u2018life-after-graduation\u2019 trajectories narrated online (2018). The results show that students engage in language-based neoliberal employability profiling. They self-ascribe excelling English-language communication in academic\/work\/personal-life domains, attained as teachers-in-training \u2018abroad\u2019 and through experience in private language schools. They self-attribute an \u2018innate\u2019 talent and intellectual capacity for languages, and inhabit two-FL-teacher identities which distinguish them from \u2018ordinary\u2019 highschool teachers with \u2018EFL-only\u2019 credentials. These identity projections, which are not problematized even by those who became non\/underemployed (almost half of the informants), reveal how university students manage competition in the teaching industry by investing in the multilingualization of the neoliberal academic\/professional\/moral educational Self (see Cod\u00f3 & Pati\u00f1o, 2017). This points to forms of socioeconomic distinction and stratification based on elite language-work projections promoted in compulsory and HE educational systems of neoliberalism.\n
Keywords: higher education; neoliberal employability; elite multilingualism; FL-teacher identities<\/p><\/p>\n\n\n\n
\n
\n
\n