English language and career development in higher education: The case of two Mozambican universities.
| dc.contributor.author | Covele Ricardo Pinto Mário | |
| dc.date.accessioned | 2025-09-10T12:38:29Z | |
| dc.date.available | 2025-09-10T12:38:29Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | Departing from Spolsky’s Theory of Field and Second Language Learning, Savickas’s theory of career construction, this thesis studies the disciplinary differences in the social and natural sciences regarding the possession of the English language competence and levels of engagement with academic communities for career development in two African universities, Eduardo Mondlane University in Mozambique, and the Catholic University of Mozambique. This research examines the relationship between the English language and the career development of discipline groups and the levels of engagement with international communities. The research states that levels of possession of the English language have a significant effect on the distinction of the disciplinary fields, both within and across universities, and on the levels of engagement with (international) academic bodies. The investigation reveals that the English language determines the level and forms of engagement with different English-language-speaking academic communities. However, the differences across discipline groups at the university level demonstrate the engagement of academic communities with the English language for career development. That is to say, the level of English language possession differs more between different discipline groups when the engagement is related to international academic interaction for career development. However, English language possession is not the main determiner between universities for scholars’ career development. The English language is what provides academic reputation and visibility to the university. The meaning of this is that academics from different discipline groups might have diverse English language experiences of engagement with different international academic organizations, but it does not deserve a particular advantage for career development in the Mozambican higher education system. I additionally determine that the growing importance that the notion of possession of the English language has for individuals and the university visibility is, perhaps, too hard if the university language policy does not account English language for career progression. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20879 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.subject | English language | |
| dc.subject | career development | |
| dc.subject | discipline groups | |
| dc.subject | internationalization | |
| dc.subject | higher education | |
| dc.title | English language and career development in higher education: The case of two Mozambican universities. | |
| dc.type | Thesis |