13 December 2024
In November 2024, three members of the Language Centre subgroup attended the European Language Council conference in Cluj-Napoca, Romania.
They came back fully inspired and ready to leverage the YUFE language policy further and develop the language learning opportunities within the alliance.
The conference theme “Multilingualism in Higher Education: Current perspectives and emergent issues” inspired them to give a presentation on Multilingualism in YUFE: how do students react & act? Based on several survey outcomes questioning students’ expectations and experiences regarding multilingualism in YUFE, and on registration numbers throughout different academic years, they presented the following findings:
- There is a gap between students’ expectations and intentions and reality. Often, practical obstacles prevent students from taking up a language course or activity or going on physical mobility. This is not surprising, given that the alliance operates in three different time zones and ten different academic calendars. Language learning requires time-consuming, regular practice and commitment.
- Students’ motivation is more often soft than hard:. They are attracted to language learning for cultural curiosity, personal development , and social skills rather than for career goals or job opportunities. Even acquiring ECTS is not a conclusive factor.
- The connection between language learning and physical mobility is not clear: few students indicated their mobility experience to have inspired them to learn a new language or vice versa. Do students consider English to be the working language for their mobility and do they see language learning as accessory?
- YUFE students can choose from a range of language learning types: short self-study modules, virtual one-on-one peer tutoring, informal Online Language Cafés, and traditional group language courses. The registration numbers over the years show that these flexible learning formats are increasingly successful.
The overall conclusion is that guiding students to strengthen their language skills according to their expectations and intentions requires a significant effort from all the alliance members, but multilingualism undoubtedly plays an important role in higher education.
Here are a few takeaways from the other conference presentations:
Englishisation in higher education
While university alliances often promote multilingualism at their policy level, practices frequently lean toward increased use of English. Despite having become the dominant lingua franca in the academic world, English should not be seen as a threat to other/local languages. We should aim to use English in addition to other/local languages for communication purposes while protecting and promoting the use of multiple languages. We should also cherish the richness of academia as a multilingual environment: our students and staff are plurilingual individuals, and their language skills are transversal and a key competence.
In short: English is not the problem, English only is the problem.
Understanding multilingualism and valuing translanguaging
Multilingualism is not merely the knowledge of several languages. It is the ability to access multiple languages simultaneously within a given context. Moreover, multilingualism serves many roles: as a competence, an added value, a motor for cognitive flexibility and problem-solving, an enhancer of creativity and innovative collaboration, a reality in society, a tool for tolerance, and an agent for inclusion and linguistic justice.
Embracing multilingualism includes accepting practices such as translanguaging, where elements from different languages are blended. While this can lead to discomfort or even depreciation, translanguaging should be seen as beneficial for communication and cooperation. Furthermore, we are invited to explore whether it would be possible to move from traditional ways of thinking about language in education to a more fluid and loose understanding, encouraging translanguaging, intercomprehension and other plurilingual practices. There is a need for continued innovation in language education to meet the needs of an increasingly diverse and connected world.
Language policies put into practice
Language policies should reflect the added value of multilingualism: communication and collaboration happen not (only) through formal or strict monolingualism, but rather through functional use of all languages available to the speakers involved. Languages need to get the job done!
Universities promoting internationalisation might assume that multilingualism happens by sending students abroad. However, this is magical thinking. Both students and staff need support. To provide guidance, a transparent language policy is imperative – clearly outlining expectations, offering practical support, and providing recommendations. Furthermore, language policies need to be dynamic. Foremost, if communicated transparently and operationalised thoroughly, a language policy inspires bottom-up actions, leading to a more fluid, flexible use of language and true plurilingual practices aimed for at policy level. And then, the magic happens!
The Language Centre subgroup will now address the challenges associated with multilingualism and translanguaging in contemporary higher education. We look forward to continuing this important work and sharing our progress in the future.
Source:
- Adelie Michelland, Université de la Sorbonne Nouvelle Paris 3, student English major and YUFE Student Forum member 2023-24
- Christine Engelen, University of Antwerp – Linguapolis, lead of the YUFE Language Centres subgroup
- Maxime Peeters, University of Antwerp – Linguapolis, project manager of the YUFE Online Language Cafés
