Universities as Laboratories for Societal Multilingualism: Insights from Implementation

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1 Universities as Laboratories for Societal Multilingualism: Insights from Implementation Dr. Thomas Vogel Europa-Universität Viadrina

2 The Agenda 1. Language policy issues 2. The global economy 3. The university and the border as a learning space: the Viadrina and beyond 4. Universities, society and the global economy: common challenges 5. Conclusion: The way forward

3 The linguistic and communicative situation in European Universities mirrors the global (knowledge) economy. When it comes to the institutional implementation of multilingualism, the challenges are similar. Therefore, universities, more specifically university language centres, are ideal laboratories for societal and individual Multilingualism. Their experience can provide a useful bases for models of implementation.

4 Language Policy Issues

5 EU Language Policy as well as contributing to personal and cultural enrichment, a knowledge of languages is one of the basic skills European citizens need to acquire in order to play an active part in the European knowledge society, and one that both promotes mobility and facilitates social integration and cohesion. Council Conclusions of 22 May 2008 on Multilingualism

6 The key concepts mentioned in EU language policy are vital for the functioning of an international, multicultural European university. Whereas preparing students for an active part in the knowledge society defines the long-term goal of higher education, mobility and social integration are challenges, students are already confronted with during their studies. To be able to cope with both, defines the short-term goals of university (language)-education.

7 Internationalisation in HE: The driving force Universities are also a driving force for economic development. In a globalised world, however, universities can only become job creation motors by themselves being international. Klaus Landfried, Former President of the German Council of Rectors

8 Internationalisation within HE in Europe is a controversial term, whose definition depends on the ideas and the power of institutional stakeholders and the academic cultures and their institutional influence. It can mean: 1. increasing the number of foreign students and foreign relations in general ( internationalisation at home 2. making semesters or an intership abroad a mandatory element of the curriculum 3. offering programmes taught English 4. preparing students for a globalised job market 5. focussing research on topics on the international political, scientific or cultural agenda 6. an integrated language programme

9 The global economy

10 With a new emphasis and CSR (coporate social responsiblity), the language issue for global players is no longer only a question of the international markets, which the company is serving, but also a relevant topic for the social integration of a multilingual and multicultural workforce. English, though it might be the company s preferred communication tool, is not enough when it comes to dealing with team group dynamics and the integration of the families of employees into the society outside the gates of the company.

11 Infineon Austria (6.000 employees) 19,5% of the workforce from 48 different nations Argentina, Brazil, Canada, Columbia, Mexico, US, Albania West Sahara, Belgium, Bosnia, Germany, Bulgaria, France, Italy, Croatia, Luxemburg, Montenegro, the Netherlands, Poland, Portugal, Romania, Russia, Sweden, Switzerland, Serbia, Slowakia, Slowenia, Spain, the Czech Republic, Ukraine, Hungary, UK, Belarus, China, India, Indonesia, Iraq, Iran, Israel, Japan, Malaysia, Mongolia, Nepal, the Philippines, Singapore, Thailand, Vietnam

12 Even in the highly provincial German-Polish border with numerous economic problems, SMEs are players in an international market. Therefore, the language skills of their employees are an essential asset for their competitiveness. The following SMEs in the German-Polish border region employ less than 100 people in their workforce.

13 International contacts of 23 SMEs in the German-Polish border area China, UK, Brunei, Switzerland, US, Denmark, France, Canada, Australia, Slowakia, Russia, South Korea, Kenia, Belgium, Luxemburg, Spain, Greece, Syria, Hungary, Austria, Ireland, Turkey, Croatia, the Czech Republic, Poland, Romania, India, the Netherlands, Japan, Saudi-Arabia, Israel, Finland, Norway, Latvia

14 The situation in the economy is mirrored in the European universities: Languages play in role in in the interaction with a global scientific community ( serving the academic market and in the formation of social cohesion within the student and staff community within the instution. Language education and the creation of multilingualism within the institution, is therefore not only an investment into the professional future of the student body, but also an essential factor the the functioning of academia per se.

15 The recent alumni survey of the Viadrina provides empirical evidence for the fact that for university graduates the knowledge of foreign languages and the study abroad rank highest on their list of positive elements. The alumni were asked about facts that helped them entering the job market and that contributed to the success of their daily work.

16 Factors influencing employability: Viadrina Alumni Study 2011 Factor positive negative Choice of university 63,8% 2,1% Choice of study programme 60,9% 7,3% Choice of university location 40,9% 6,3% Study abroad 86,4% 0,7% Integrated internship 72,9% 2,4% Internship after graduation 73,8% 4,5% Foreign language skills 81,7% 0,6% Grades in final examination 62,7% 3,5% Results of university ranking 27,1% 8,4%

17 The university and the border area as a learning space: the Viadrina and beyond

18

19 The Foreign Language Centre Central unit reporting to the president 11 international permanent staff 37 international contract staff students in the language programmes 150 language courses Language advisors viadrina sprachen: private/public company

20 Like most universities, the multilingual situation at the Viadrina is a mirror image of the German society at large. The students are becoming more and more multilingual due to the following factors: 1. The extension of the range of school language 2. School exchanges 3. Bilingual families 4. Migration 5. Individual motivation to learn languages.

21 How plurilingual are Viadrina students? Results of a survey in Viadrina language classes: What languages do you have a knowledge of? Course English CEFR C1 German, Russian, English, French, Spanish, Portuguese, Latin, Classical Greek, Romanian, Polish, Japanese, Czech, Latvian, Italian, Swedish Course German CEFR C2 German, Polish, English, French, Russian, Ukrainian, Belorussian, Dutch, Italian, Spanish, Sign Language, Danish, Arabic, Japanese Course Russian CEFR 1 German, Russian, Kazakh, Tartaric, Ukrainian, English, German, Polish, Turkish, French, Spanish, Chinese, Latin

22 The aims of integrated language education at the Viadrina Plurilinguality: 1+2 EU language policy Academic communicative competence in more than one language Language awareness and reflection on language use Intercultural sensitivity Strategies for life-long learning Global awareness/identity building Developing inclusion strategies/ team work

23 viadrina sprachen: developing societal multilingualism Training workshops for language teachers in higher education Early learning: bilingual kindergarten Tandem language training for cross-border institutions (police, emergency services) Language training for industry Community translation

24 Universities, society and the global economy: common challenges

25 The impact of language policies and the informed public and institutional discourse Linguistic needs and stakeholder decisions The role of English Identity and multilingualism Individual learner motivation(s) Stereotypes and folk myths about language learning The status and role of language teachers and language experts: contribution to policy making

26 Conclusion: the way forward

27 Research on multilingualism should look at the international university as a field of investigation. Interdisciplinary research on multilingualism should propose realistic models for the implementation of multilingualism in various contexts. The experience of the practitioners is a valuable resource for the development of multilingual policies.

28 Bibliographie Fischer, J., Vogel, Th., 2004, Selection criteria in Europe for language teachers in Higher Education: The quality issue. In: Satchell, R., Chenik, N., eds., Kircher-Kohl, M., 2011, Mit Sprache an Beruf und Gesellschaft aktiv teilnehmen. Vortrag bei der Verleihung des Europäischen Sprachensiegels, Wien Ó Duill, Micheál / Zahn, Rosemary / Höppner, R, Kristina D.C.,Hrsg., 2005, Zusammenarbeiten. Eine Festschrift für Bernd Voss. Bochum: AKS. Preisler, B., Klitgard, I., Fabricius, A.H., Hrsg., 2011, Language and Learning in the International University. From English Uniformity to Diversity and Hybridity. Bristol/Buffalo/Toronto: Multilingual Matters. Satchell, R., Chenik, N., Hrsg., 2004, University Language Centres: Forging the Learning Environments of the Future. Papers from the 7th Cercles Conference Paris, September Paris: Cercles. Vogel, Thomas 2005, Zentrum oder Peripherie: Die Sprachenzentren an Hochschulen in Deutschland in einer sich verändernden Landschaft. In: Ó Duill, Zahn, Höppner, (Hrsg.), Vogel, Th., 2007, Wie kommen Fach und Sprache zusammen? Die Integration der Fremdsprachenausbildung in die Studiengänge: Überlegungen aus der Praxis. In: Fremdsprachen Lehren und Lernen 36,

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