Parallel language use – domain loss in the principal common language Karolina Karlström & Annette Nolan

Overview Parallel language use (PLU) and Nordic educational discourse The Declaration on a Nordic Language Policy (DNLP) 2007 and English PLU at Universities The potential implications of PLU for curriculum design on undergraduate military programmes Domain loss in Swedish military disciplinary discourse - examples of emergent interlanguage phrasing and terminology in military Swedish Development of teachers’ technical competences

PLU in the DNLP PLU a firmly established concept in Nordic language policies and educational discourse and defined in the DNLP The parallel use of language refers to the concurrent use of several languages within one or more areas. None of the languages abolishes or replaces the other; they are used in parallel (Nordic Council 2007: 93)

The DNLP The DNLP aims primarily to ensure the vitality of the principal common languages but also to reflect the globalized nature of professional life Parallel language use is of particular relevance in military academic officer education as the profession is highly dependent on English both for Nordic and other international cooperation National success is however, dependent on the effective use of the principal national common language

DNLP Para 2 - A consistent policy for parallelism includes a statement that the principal common Nordic language and English should be used as disciplinary languages that the dissemination of research results in the principal common Nordic language of the state in question should be meritorious that teaching in academic disciplinary language, especially writing, should be given both in English and in the principal common Nordic language that universities and colleges should develop long-term strategies for options for language studies, parallel language, language training and translation support within their main disciplinary area

The consequences of PLU in Sweden Universities rarely have a clear PLU on which they act 90% of all academic publications written in universities are in English there is a continuous decline in textbook publication there is a proliferation of course literature in English there is increasíng pressure on staff to use English as a medium of instruction (EMI)

Bolton and Kuteeva Students impressions -EMI at Stockholm University 2012 – 4500 respondents   All/almost all (%) About half (%) Almost none/none (%) a. Students’ responses on lectures in English Humanities 11 (21) 4 (4) 85 (75) Law 6 (41) 0 (0) 94 (59) Science 13 (60) 10 (15) 77 (25) Social Sciences 10 (38) 3 (11) 86 (51) b. Students’ seminars in English 12 (20) 4 (5) 6 (38) 0 (1) 94 (61) 8 (52) 7 (12) 86 (36) 9 (35) 3 (10) 88 (55) c. Students’ labs/workshops in English 8 (11) 1 (3) 91 (86) 3 (26) 97 (74) 11 (51) 7 (14) 82 (35) 4 (23) 2 (7) 94 (70)

incidental vs intentional terminology learning

”war on commerce” Exempel på detta är de tyska u-båtarnas trakasserande av allierade handelsfartyg under VK2 Tredje sättet som nämns är coastal defence, skydd av kust. För att göra Det svårare för FI att nedkämpa stridsvagnarna så ger man den nu fler problem att lösa, kombinerade vapen används ofta när man pratar om samarbete inom vapengrenarna medan ”joint operations” ofta syftar på samarbete mellan vapengrenarna, exempelvis armén och marinen.

” Coastal defence theory” är en metod och teori som menar att man kan bestrida fienden möjligheter till ”maritime power projections”, alltså avskräckande samt göra det dyrt, enligt ”cost-benefit” för en motståndare att anfalla oss. Landbekämpning från hav samt amfibiska operationer. Inom operationskonsten samordnar man även joint operations (mellan vapenslag).

Järnvägens vara eller icke- vara var ”centre of gravity” för båda sidor för att fylla upp med resurser och stora mängder granater. Vanligt förekommande på operativ nivå är ”JOINT –operations” där man synkroniserar förmågor från mark, luft och sjö/…/

Vann man för att man uppnådde sitt mål (end game) vann man med tanke på antal resurser man förlorade (cost-benefit). /…/ Mahans ”distinctive battle” kan vara extremt effektiv, men det finns andra metoder som också jan ge herravälde på sjöss.

Conclusions The risk of disciplinary domain loss in Swedish is very real and needs to be addressed through effective language teaching policy Teachers need to use tools that enable them to perform systematic comparative analysis between both languages