Language practices in the tension between scholarly prestige and institutional power: a study of negotiations between English and Norwegian at a university in Norway

Abstract

This article explores the tensions between the use of English and Norwegian in the everyday lives of employees at a public university in Norway. The university is responsible for educating a large proportion of students for the Norwegian labour market, while also pursuing greater internationalisation. The qualitative interview study includes the voices of researchers with both international and Norwegian backgrounds, administrative staff, and department leaders. In the article, we analyse how language practices are negotiated in the institution, and how language functions as a device for inclusion or exclusion. We have identified three key domains in which language is activated as an inclusion/exclusion device: first, in the onboarding phase; secondly, when navigating bilingual workplaces; and thirdly, while participating in the life of the university as a societal institution. We find that both scientific and administrative staff navigate according to practical concerns, aiming to balance different and sometimes conflicting interests. Our analysis shows how maintaining bilingualism requires work and effort by everyone involved and that this work and its consequences are largely individualised. While academic prestige and power are associated with the use of English, Norwegian skills can function as a gatekeeper to positions of power within the university.