Acceso usuarios
Madison Steele
, J.D. ten Thije, Rick de Graaff
Aims and Objectives: Increased contact between Dutch-speaking and international, English-speaking students and employees at universities in the Netherlands prompts an investigation into how multilingual communication could be used effectively. Using a council at a Dutch university as a case study, this paper examines the role of the chairperson in maintaining a bilingual language policy in meetings that strive to use receptive multilingualism: international participants speak English and use their receptive proficiency in Dutch to understand their interlocutors. It explores how speech actions realized by the chairperson construct the multilingual discourse structures used in meeting practice. Approach: A functional-pragmatic discourse analysis is used to reconstruct the activities of the chairperson within the question/answer speech action pattern. Such an analysis aims to reveal how multilingualism is used to fulfill the institutional purposes of the council. Data and Analysis: The data collection consists of 18 plenary meetings of a Dutch university participatory body over three academic years. Transcripts of interactions with international, English-speaking council members are used to conduct the discourse analysis. Findings/Conclusions: The results show that the chairperson uses Dutch, English, or both languages at four distinct pattern positions: appointing speaker, appointing hearer, checkpoint, and closing the pattern. The chairperson’s use of language at particular pattern positions and with particular addressees shows how languages are used for different purposes. Overall, Dutch is used to address the group, whereas English is used to address individual international members. Originality: This paper illustrates how the chairperson of a council meeting can take an active role in steering speakers’ language use and checking understanding when certain hearers lack proficiency in a language being spoken. Significance/Implications: Inclusive multilingual modes, including receptive multilingualism, can be effective when interlocutors share institutional knowledge. Careful management is needed to ensure that interlocutors maintain the language policy and can understand one another.
