Year: 2025
Type: article
Abstract: The study investigates how seven language lecturers in Norwegian maritime officer education interpret and enact the curricular framework governing Maritime English and Norwegian Communication. Using Fairclough’s three-dimensional Critical Discourse Analysis, the STCW Code and IMO Model Course 3.17 Maritime English, alongside national course plans and semi-structured interviews with language lecturers, are examined. Findings reveal a persistent tension between an international, technical-rational safety discourse and broader pedagogical aims. Lecturers translate extensive and sometimes vague requirements into workable plans; time and standardisation pressures encourage procedural, test-oriented teaching, even as lecturers seek deeper literacy learning and higher status for the language courses. The study argues for closer alignment of safety-critical LSP outcomes with expansive literacy goals, and programme-level guidance to support coherent implementation.
Source: WMU Journal of Maritime Affairs
Author: Trude Amundsen
Institution: University of Bergen
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,290
OpenAlex ID: W4415583289