Multilingual Researchers Theorizing Mobility Education

Abstract

It is no surprise that “mobility education” is a widely contested concept given its privileging of English-only medium of instruction and research. Against this agenda, post-English-only research methodology stimulates learning/earning (l’earning) transformations that advance multilingual mobility education. Specifically, this chapter reports on multilingual higher degree researchers (MHDRs) using their full linguistic repertoire to further their work-integrated service l’earning, whilst also attending to the anti-educational tensions created by English-only monolingualism. Through investigating the prospects for multilingual researchers theorizing mobility education, this chapter opens up for further exploration the dilemmas of English-only mobility education. In effect, such post-English-only research offers ways of exploring the contests over parochial orientations to education. This method sees MHDRs activate, mobilize, and deploy their full linguistic repertoire.