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Many universities around the world are actively engaged in the process of the internationalization of their higher education systems, trying to become more competitive in all possible respects, especially in the areas of research and teaching. Language, naturally, plays a central role in this process, but this is not always explicitly recognized as such. As a result, key sociolinguistic challenges emerge for both individuals and groups of people. Most prominently, the question of whether English constitutes an opportunity or a threat to other national languages in academic domains is a controversial one and remains unresolved. The analysis featured in this book aims at addressing this question by looking at language policy developments in the context of Estonian higher education. Adopting a discourse approach, the book emphasises the centrality of language not only as a site of struggle, but as a tool and a resource that agents in a give field utilize to orient themselves in certain positions. The book will be of interest to language policy scholars, linguistic anthropologists, and critical sociolinguists. Education scholars interested in discourse studies will also find it useful.

Abstract
Within the context of the internationalisation of higher education, language matters have become increasingly prominent for universities across a wide variety of contexts. This has made the higher education domain an attractive site for applied linguists and sociolinguists to investigate in close detail. One relatively consolidated idea is that contexts in which English has made further incursions in universities are more internationalised than those settings where English has penetrated to a lesser extent. In line with that, a supposed north-south divide in European higher education has been conceived of, with universities in the north leading in terms of internationalisation efforts, while those in the south lag behind. In this article, I problematise this idea and suggest instead that a narrower and more focused contrastive analysis between language ecologies across different countries and contexts might be more useful. In doing that, we can thus avoid the dangers of binarism and lumping that can come associated to holding preconceived geographical borders. In particular, the comparative analysis proposed here allows us to highlight two key issues that seem to be highly pressing in present-day higher education domains: the language-ideological and the socio-economic. I build the argument in the paper by utilising empirical material from Estonia and Catalonia, two contexts that have been at the centre of my own work in recent years.

This article explores the application of corpus linguistics methods in dealing with an underexplored area concerning predatory publishing, with a focus on lexical bundles and formulaicity. Using a comparative approach, the study employs two corpora of more than 1,6 million words, consisting of 220 research articles drawn from two comparable journals in the field of political science, one predatory and one top-ranking. The results show that writers publishing in the top-ranking journal use a more limited range of lexical bundles with a higher frequency, giving further evidence for the highly formulaic nature of the genre. The two groups of writers also display different preferences for lexical bundles with particular functions and/or forms. While the top-ranking journal articles feature more disciplinary-specific bundles with noticeable variation across the main sections of the research article, the predatory journal articles highlight in particular a set of common-core lexical bundles typical of general academic language use. Our findings also demonstrate the potential of lexical bundles in revealing the amount of scientific information research articles contain as well as the level of scientific literacy of the authors.

This article explores the application of corpus linguistics methods in dealing with an underexplored area concerning predatory publishing, with a focus on lexical bundles and formulaicity. Using a comparative approach, the study employs two corpora of more than 1,6 million words, consisting of 220 research articles drawn from two comparable journals in the field of political science, one predatory and one top-ranking. The results show that writers publishing in the top-ranking journal use a more limited range of lexical bundles with a higher frequency, giving further evidence for the highly formulaic nature of the genre. The two groups of writers also display different preferences for lexical bundles with particular functions and/or forms. While the top-ranking journal articles feature more disciplinary-specific bundles with noticeable variation across the main sections of the research article, the predatory journal articles highlight in particular a set of common-core lexical bundles typical of general academic language use. Our findings also demonstrate the potential of lexical bundles in revealing the amount of scientific information research articles contain as well as the level of scientific literacy of the authors.

In this article, we reflect on the extent to which 'new speaker' research feeds into recent theoretical discussions in language policy scholarship, especially in connection to the discursive and ethnographically oriented perspectives which of late have become increasingly prominent. We begin with a brief overview of the 'new speaker' concept, its theoretical and empirical origins, and then we situate the discussions on 'new speakers' against the background of traditional language policy research. Thereafter the bulk of the article is dedicated to developing two main arguments: first, we provide an overview of the language policy themes that are already present in 'new speaker' research; and secondly, we elaborate on how 'new speaker' studies can contribute to current discussions in the field of language policy. We conclude with a short overview of future research directions that, in our view, can strengthen the link and the mutual benefits of the connection between 'new speaker' and language policy scholarship.

The European External Action Service (EEAS) which came into existence on 1st January 2011 has the potential to bring coherence and visibility to the external action of the European Union (EU). It could go beyond, giving new impetus to the Union's external action and contributing to the emergence of an EU foreign policy. But it could also end up as a mere juxtaposition of previously existing organizations and policies with uncertain added value for the Union. This paper looks at the EEAS from a functional perspective and in the context of a nascent EU diplomacy. It analyzes how training can contribute towards fulfilling the EEAS objectives and in nurturing a new EU diplomacy. It proposes a training approach built around three poles – knowledge, skills and attitudes- and three levels – preparatory, pre-posting and career-long training – and presents the main parameters and options for implementation.

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Chapter 1: Introduction: Language policy and the internationalisation of higher education in Catalonia -- Chapter 2: Language policy, internationalisation, and multilingual higher education: An overview -- Chapter 3: Language policy regulations at Catalan universities: A content analysis of their narrative -- Chapter 4: Clashing stances towards Catalan: An ethnographic study in a small university in Catalonia -- Chapter 5: The internationalisation of Catalan universities: Multilevel language policies, circulating discourses, and stakeholders' stance-taking -- Chapter 6: Conclusions

Abstract
The global spread of English and its impact on the pursuit of linguistic justice has been a topic of concern for scholars in a wide range of different fields in the humanities and social sciences. Firmly convinced of the usefulness of cross-field collaboration to advance our understanding of the expansion of English globally, in this special issue we bring together experts in sociolinguistics and political theory with two goals in mind: (1) to illustrate, empirically, its consequences for speakers in situated contexts; and (2) to propose potential normative responses to the global spread of English. In order to frame the overarching theme of the special issue, and to show our stance as guest editors in connection to global English, in this opening piece we develop a critique to Philippe Van Parijs' notion of linguistic justice. In particular, we take issue with his vision that promoting English as a global lingua franca is a good idea in order to enhance everyone's equality of opportunities (e.g., in the labour market). We question such an assumption from both a theoretical and empirical point of view, and argue that having equal access to English is not sufficient to equalize everyone's opportunities.

El autor, a partir de cuestionamientos sucesivos sobre algunas afirmaciones usuales, va ensayando una reflexión sobre el sentido de la educación universitaria. Tener un propósito, no sólo tener objetivos, tener preguntas y mantener viva la tensión existencial e intelectual de las mismas, forma parte de la entraña de la vocación y la misión universitarias. El autor afirma que la universidad debe reflexionar sobre los valores, los proclamados por ella y los realmente asumidos, para lo que hay que repensar el hasta ahora generalizado discurso sobre el talento y responder a la pregunta sobre el tipo de persona que queremos ser y el tipo de vida que buscamos.

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