Rachel Bower

1. Adding value to your course offer:
sponsored language study:
a discourse analysis
Rachel Bower
Senior Lecturer in French & Business English
Academic Coordinatorof the University Language Scheme

2. Why discourse analysis?
• the power of discourse and the speaker
“constitute ideologies….and serve to
circulate power in society” (Johnstone,2008:3).
• a new discourse in the marketization of
Higher Education
• a change in student expectations in the
new fees regime
• students' expectations change as their
course progresses
• high-profile measurement of the extent
to which we meet students'
expectations

3. website discourse
• potential for dynamic authorship
• limited two-way discourse
• measured in clicks, not communication

4. Discourse Analysis
• “discourse is shaped by the world, and
discourse shapes the world" (Johnstone,2008:10)
• Participation in discourse is based on
knowledge
• “Each individual makes a different set
of generalizations, over a lifetime,
based on a different set of
experiences with discourse” (Johnstone,2008:
44).

5. Discourse Analysis
“Discourse is both the source of this
knowledge (people’s generalizations about
language are made on the basis of the
discourse they participate in) and the result
of it (people apply what they already know
in creating and interpreting new discourse”
(Johnstone,2008:3).
• So what do potential students know?
• Who provides them with that
knowledge?

6. Discourse Analysis for this project
• Discourse analysis of the home page
only of 12 universities in the
geographical locality
• 6 pre-1992 universities
• 6 post-1992 universities

7. What is our discourse within SHU?
Discourse is “conventional ways of talking that
both create and are created by conventional ways
of thinking" “patterns of belief and habitual
action as well as patterns of language” (Johnstone,2008:3).
• What are our 'buzz words' at SHU in
relation to our courses?
• Which are the first words which spring
to mind?
• so these are our "conventional ways of
talking" (Johnstone,2008:3).

8. Discourse analysis of the home page of
post-1992 universities
• Key links
• Are "conventional ways of talking"
(Johnstone,2008:3) reflected in the discourse of
the home page?

10. Discourse analysis of the home page of
pre-1992 universities
• Key links

12. The 'value-added' discourse
• What are our 'buzz words' at SHU for
adding value to our courses?
• Which are the first words which spring
to mind?
• What are our "conventional ways of
talking"? (Johnstone,2008:3).

13. Discourse analysis of the home page of
post-1992 universities
• featured links

15. Discourse analysis of the home page of
pre-1992 universities
• featured links

17. Discourse of an academic specialism
adding value
• How can you make your academic
specialism heard in the new discourse?
• A discourse analysis of the promotional
material of the University Language
Scheme at SHU

19. SHU sponsored language study
• 100 places at level 5 in Sheffield
Business School
• 100 places at level 4 in the faculty of
Development & Society
• study as an additional module
• students needed to state their reasons
for wanting to study a language as part
of their application for sponsorship

20. A discourse analysis of applications for
sponsored language study
• Sheffield Business School students
• 1st 20 applicants

22. An effective, authentic discourse
in an academic specialism
knowledge
discourse
knowledge and understanding
action
outcomes

23. A SHU student engaging in optional
language study
Choosing to study a language was one of the
best decisions I have ever made. It has opened
so many doors and allowed me to meet new
people I would never have met. Learning a second
language even at very basic level has helped me
stand out from the crowd in application
processes and in interviews. I have recently
secured a job position after finishing university
and what I did on placement was a huge factor
for me to secure the role. I would advise anyone
to take on a placement abroad to gain a greater
understanding of the culture and language you
are learning and to grow your professional
network and international connections.

24. A SHU student engaging in optional
language study
The Spanish ULS 1 program was fantastic
at Hallam providing me with potential
international placements to apply to and
supporting me whilst I was on
placement in Barcelona. Thanks to the
language program I have maximised my
university experience and it has given
me the confidence to live abroad again
and potentially learn a third language.

25. Your academic specialism in the University
home page discourse
Leverage through:
• news / events
• open days / Degree Show
• Alumni
• Research
• PG & UG study / prospectus
• featured links
• business
• about us / Departments

26. Your academic specialism in the University
home page discourse
• Alternatively through social media -
• creating your own discourse directly
with potential students

27. References
Blommaert, J. (2005), Discourse. Cambridge. Cambridge
University Press.
Foucault, M., (1972), TheArcheology of Knowledge and
the Discourse on Language. (tr. S. S. Smith), New York.
Harper.
Foucault, M., (1980), Power/Knowledge: Selected
interviews and other writings, 1972-1977. (ed. C. Gordon).
New York. Pantheon.
Johnstone, B., (2008). DiscourseAnalysis. 2nd ed., Oxford.
Blackwell Publishing Ltd.
Sheffield Hallam University, (2015). The University
Language Scheme. Sheffield, Sheffield Hallam University
Sherzer, J., (1987),Adiscourse-centred approach to
language and culture, AmericanAnthropologist, 89, 295-
305.

28. Adding value to your course offer:
sponsored language study:
a discourse analysis
Any Questions?
Rachel Bower
r.bower@shu.ac.uk
Tel: 0114 225 5203