Karen M. Lauridsen, Aarhus University, DK Isabelle Ortiz, Freie … · 2014-09-11 · Introduction & English as the language of instruction in HEIs (Karen M. Lauridsen) A (renewed)

Karen M. Lauridsen, Aarhus University, DK

Isabelle Ortiz, Freie Universität Berlin, DE

� Introduction & English as the language of instruction in HEIs (Karen M. Lauridsen)

� A (renewed) interest in learning languages (Isabelle Ortiz)

� Response by the members of the Panel:

◦ Lesley Wilson, Secretary-General, European ◦ Lesley Wilson, Secretary-General, European University Association (EUA)

◦ Marta Kicińska-Habior, Pro-Rector, UniversytetWarszawski, PL

◦ Mario Célio Conceição, Pro-Rector, Universidadedo Algarve, PT

� Questions & comments from the floor

CEL/ELC FORUM 2010 The Multilingual Challenge: The next generation 2

� Against the backdrop of increased mobility and migration across Europe, we can observe two megatrends:

◦ Increasing use of English or another major language as the language of instruction in higher education.higher education.

◦ Increasing or decreasing interest in learning other foreign languages.

� There are different scenarios in different parts of Europe (different countries).


� English as Lingua Franca (ELF) or Lingua Academica: The one shared language among students and lecturers.

� There might not be a single or only a few L1 speakers of English among them.

� English as the language of instruction / teaching through the medium of English does not (necessarily) entail teaching English at all.

� It is not necessarily Content and Language Integrated Learning (CLIL).


� English proficiency (receptive & productive skills) of lecturers as well as students is essential to the quality and success of a programme taught in English. This goes without saying and should be ensured in connection with◦ The recruiting of new academic staff.◦ The recruiting of new academic staff.◦ In-service training courses offered by the

university if/when needed.◦ The entrance level requirements for students

entering English-medium programmes.◦ The entry level requirements should be

expressed in terms of internationally recognised tests (IELTS, TOEFL, etc.).


� It is not only a question of language proficiency. The educational background and culture of lecturers and students play an important role as well:◦ Everyone brings tacit knowledge and

experience into the classroom.experience into the classroom.◦ However, this tacit knowledge and experience is

not the same, but differs from one person to the next.

◦ The question is how these differences can be aligned and fitted into the teaching and learning culture of the higher education institution in question.


� We are currently addressing these issues in a Danish project involving 6/8 Danish universities.

� The ELC Board has established a Special Interest Group on The Multilingual and Multicultural Classroom.

� We are currently applying for European funding for a project that will address these issues:

� The ultimate aim is to identify quality criteria and reference points which will allow HEI to establish a certification programme for teachers teaching in the international classroom – hopefully at European level.


� This project aims at:

◦ Identifying linguistic, cultural and educational issues that teachers and students need to address.

◦ Identifying ways to meet these challenges.◦ Identifying ways to meet these challenges.

◦ Developing generic in-service training modules for teachers & modules for students in preparation for their participation in full degree programmes abroad.

◦ Please see information sheet in your conference folder.


ABV languages modules

(Allgemeine Berufsvorbereitung –general preparation for professional life)

� Promote student mobility and employability.

� Integration in study programme (5 to 15 ECTS).� Integration in study programme (5 to 15 ECTS).

� Provide students with transferable communicative skills.

� 12 languages.


700

800

900

1000


0

100

200

300

400

500

600

WS 2005/06 SoSe 2006 WS 2006/07 SoSe 2007 WS 2007/08 WS 2008/09 WS2009/10

Number of students having participated to the ABV languages modules

Why has this initiative been successful?

What can we learn from it?

� Combination of factors (institutional/ local/ pedagogical) which all act in synergy:

◦ Integration in study programme / Allocation of ECTS.ECTS.

◦ Transparency of language learning outcomes.

◦ Tuition free languages modules.

◦ Teachers’ qualifications and motivation.

◦ Use of ICT and new learning environments.

◦ Independent Language Learning Centre (ILLC).

◦ Internationalisation of studies / environment.


New challenges to come:

� Foster multilingual competence. Cf.Teacher training.

102120


NumberNumber ofof languageslanguages thatthat studentsstudents ofof FR FR declaredeclare theythey havehave skillsskills inin

5

50

102

74

32

4

0

20

40

60

80

100

1 language2 languages3 languages4 languages5 languages6 languages

� Enable students to acquire partial skills in foreign languages, cf. GALANET workshops.

31

30

35


109

17

13

1

4

8

31

0

5

10

15

20

25

ARDEENITNLPTRUSPTRZH

StudentsStudents ofof FR FR whowho declaredeclare havinghaving studiedstudied anotheranother ABV ABV languagelanguage modulemodule

� Empower intercultural competence among students.

� Develop alternative modules to acquire literacy, cf. pilot course in RU.

Ensure that learning outcomes of our language � Ensure that learning outcomes of our language programmes match indeed the needs and demands of the labour market.


Documents

Karen M. Lauridsen, Aarhus University, DK Isabelle Ortiz, Freie … · 2014-09-11 · Introduction & English as the language of instruction in HEIs (Karen M. Lauridsen) A (renewed)