Nov 28, 2013 ... 2nd cycle – mandatory participation in a course in a foreign language. • 3rd cycle
.... requirements and second motivation was an interest in ...
Multilingualism, internationalisation and the quality of language provision in higher education
ELC Workshop Berlin 28 November 2013
Karen M. Lauridsen, Aarhus University, DK
INTRODUCTION
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AARHUS UNIVERSITET
Why this workshop?
20 DECEMBER, 2008
• A mixed bag? • A reflection of a diverse field? • This workshop addresses the quality of – individual language and intercultural communication skills; – language provision; – language support measures in the internalisation of higher education.
• Interrelated aspects of the area of languages in European higher education today.
AARHUS UNIVERSITET
Where are we and where are we headed?
20 DECEMBER, 2008
The purpose of this workshop is • To take stock of the situation; • To discuss the needs for (joint) development in future. Input is provided from different contexts to spark our reflection and discussion.
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AARHUS UNIVERSITET
Background
20 DECEMBER, 2008
• The official policy of L1 + 2 language ‐> L1 + EN + other languages. • Reality: 400+ languages spoken in Europe today. • Issues of literacy in L1 …. Lx. • Academic literacies in higher education. • Internationalisation of higher education. • Languages for the professions / the world of work.
AARHUS UNIVERSITET
Individual and societal needs for languages
20 DECEMBER, 2008
• Internationalisation of higher education = a key priority in most Higher Education Institutions (HEIs) = a means to an end: – Graduates as global citizens; – Professionals in the workplace; – Individual multilingualism; – High level of proficiency in the language of instruction; – Not only English Medium Instruction (EMI)!
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AARHUS UNIVERSITET
Given the language needs ….
20 DECEMBER, 2008
It is worth considering • The quality of individual language and intercultural communication skills; • The quality of language provision; • The language support measures in place to ensure the quality of the internationalisation of higher education (and research).
AARHUS UNIVERSITET
Input is provided ‐
20 DECEMBER, 2008
From different parts of Europe – different contexts: • Jocelyn Wyburd: Institution‐wide language programmes in the UK; • Jolanta Urbanikowa: Language requirement at the end of all three cycles in Poland; • Joanne Paisana: Language provision to support individual multilingalism in Portugal; • Kevin Haines: International classrooms and EMI in the Netherlands; teaching and learning through the medium of another language.
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Jocelyn Wyburd, University of Cambridge & UCML, UK
INSTITUTION‐WIDE LANGUAGE PROGRAMMES IN THE UK HIGHER EDUCATION CONTEXT – CHALLENGES FOR ACCREDITATION OF LANGUAGE COMPETENCES
Institution‐wide language programmes in the UK
AARHUS UNIVERSITET
20 DECEMBER, 2008
• Few universities have an official ‘language policy’. • Internationalisation policies may or may not include language skills for ‘home’ students and/or encouragement of study abroad. • Wide variety of models of provision in different universities. • Usually distinct from ‘English for Academic Purposes’. • Usually delivered by the University’s Language Centre, but may be delivered by languages department. • Some provision co‐taught with ‘specialist’ courses for degree programmes where the language is a named subject. • Statistical data unreliable – because of multiple models.
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AARHUS UNIVERSITET
IWLP courses taken ‘for credit’
20 DECEMBER, 2008
• E.g. 15 / 20 / 30 credit courses (out of total of 120). • Depends on availability of options outside main degree subject. • Some limitations (e.g. not in final year; no beginners’ course in final year) • Estimated at 62% of total take‐up of courses in the UK (2012 national survey: AULC/UCML). • Funding usually from internal transfers of finance for undergraduate tuition (free to students).
AARHUS UNIVERSITET
Courses taken as ‘extra’
20 DECEMBER, 2008
• Sometimes, separate provision. • Sometimes, students co‐taught with those taking course for credit. • Some universities provide full or partial funding to ensure availability/entitlement. • But some fees chargeable are very high (up to £350 for a course). • Estimated at 38% of total enrolments.
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Courses commissioned by other departments AARHUS UNIVERSITET
20 DECEMBER, 2008
• May or may not be ‘for credit’ (so statistically part of either the 62% or the 38%). • Could be ‘closed’ courses (i.e. not true IWLPs) for particular groups, funded by their department. • Often ‘special purposes’ in terms of content or skills focus. • May be accredited by other departments as part of their degree programmes.
AARHUS UNIVERSITET
Special purposes provision
20 DECEMBER, 2008
• E.g. courses for ‘business’, ‘medics’, ‘scientists’, ‘historians’ – within for credit / not for credit models. • Particular skills (e.g. reading skills for postgraduate students for research purposes; communication skills for research fieldwork).
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AARHUS UNIVERSITET
Quality assurance
20 DECEMBER, 2008
• Courses ‘for credit’ and delivered on behalf of other departments: full quality assurance within UK HE QA frameworks for all degree provision: – Course design/review approval mechanisms; – External examiner system (professionals from other universities).
• Extra curricular courses: varies, but usually subject to the same procedures. • Teaching staff: – Increasingly professionally qualified, supported by continuing professional development; – Increasingly formally employed (FT/PT, but with employment rights and protection); – Usually but not always native speakers; – Some ‘lectors’, doctoral research students.
AARHUS UNIVERSITET
Certification / accreditation
20 DECEMBER, 2008
• Most universities map their IWLP courses to the CEFR. • Courses taken for credit will appear in student ‘transcript’ of all degree course modules. • Most universities provide ‘certificate’ on completion of course and success in tests/exam. • Employers are gradually beginning to understand/recognise CEFR.
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AARHUS UNIVERSITET
Additional accreditation
20 DECEMBER, 2008
• Some universities teach courses leading to externally accredited qualifications. • Some universities are registered as examination/testing centres for external qualifications. • Examples include: Goethe Institut; DELF/DALF; DELE; Paris/Madrid Chambers of Commerce; HSK ….
AARHUS UNIVERSITET
Major challenges
20 DECEMBER, 2008
• Language policies in all universities? Language learning entitlement/requirement? Financial implications? Political will?
• Creation of a nationally recognised certificate adopted by all universities? (recognition of need; diversity of sector; autonomy of universities). • Financial challenges: possible reduction in ‘for credit’ availability → pay for extra‐curricular course = higher student debt (already significant) or reduction in take‐up.
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Jolanta Urbanikowa, University of Warsaw, PL
LANGUAGE PROVISION AND LANGUAGE COMPETENCES REQUIRED AT THE END OF FIRST, SECOND, AND THIRD CYCLES
AARHUS UNIVERSITET
Language competences required
20 DECEMBER, 2008
Result from • Recommendations of the Council of Europe and European Commission. • Recommendations of European associations and networks. • Polish regulations – Law on Higher Education, as amended in 2011. – Polish Qualifications Framework (compatible with the European Framework of Qualifications for lifelong learning, 2008). – Qualifications Framework for HE in PL 2011. – University regulations and resolutions.
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AARHUS UNIVERSITET
Polish Qualifications Framework
20 DECEMBER, 2008
Generic (range & complexity) • Level 6 – … can communicate with one's surroundings, substantiate one's position; • Level 7 ‐ … can communicate with various groups of respondents, appropriately substantiate one's position; • Level 8 ‐ …can participate in the exchange of experiences and ideas, also in the international community.
AARHUS UNIVERSITET
Qualifications Framework for HE
20 DECEMBER, 2008
LOs (programme of studies) compatible with QF‐HE. To be awarded a diploma, a graduate must attain all intended LOs for a programme of study: • Level 6 – … has achieved B2 CEFR level of proficiency; • Level 7 ‐ … has achieved B2+ CEFR level of proficiency; • Level 8 ‐ … has achieved a level of proficiency enabling participation in international scientific and professional community.
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AARHUS UNIVERSITET
Language provision
20 DECEMBER, 2008
University of Warsaw System of Language Provision: • Language policy and funding. • Cooperation and coordination. • Varied offering, autonomous students’ decisions. • Certification.
AARHUS UNIVERSITET
UWSLP ‐ Features
20 DECEMBER, 2008
CEFR – transparency and comparability. ECTS. Programme Board – participation of stakeholders. Certification. Coordination. Quality Assurance. Teaching and learning separate from certification. ICT support: e‐learning, blended learning, registration, tracking. 1st cycle – mandatory language education and examination. 2nd cycle – mandatory participation in a course in a foreign language. • 3rd cycle – optional language education, mandatory language examination. • • • • • • • • • •
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Joanne Paisana, University of Minho, PT
LANGUAGE PROVISION OFFERED AT THE UNIVERSITY OF MINHO, PT
University of Minho – UMinho Established in 1974 19,000 students Northern Portugal -
Braga and
Guimarães
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University of Minho, Braga faculties & institutes
Institute of Arts and Human Sciences - ILCH
Mission • to promote the Portuguese language • to promote multilingualism and multiculturalism
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AARHUS UNIVERSITET
PRESENTATION TITLE AUTHOR NAME AUTHOR TITLE
20 DECEMBER, 2008
BabeliUM – Language Centre of UMinho
Language Courses (incl. Portuguese) Language Services (translation, interpretation, subtitling) Multilingualism Policy for UMinho & Minho region - an outreach project of ILCH - objective: to become an interface of Uminho with financial autonomy http://www3.ilch.uminho.pt/babelium/index.p hp BabeliUM – facebook
• est. 26th of September 2009 • Cooperation protocol between Rectorate / BabeliUM • UMinho, through BabeliUM, member of CEL / ELC; ReCLes.pt / CercleS; EULITA • Memorandum on Language Policy for UMinho based on Declaration of Nancy (2006),
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AARHUS UNIVERSITET
UMinho / babeliUM
20 DECEMBER, 2008
We seek to: - emphasize the importance of languages, mother tongue, second language, foreign language, as tools of cognition, communication and cultural co-existence. - promote intercultural communication as an essential element of citizenship in democracy, promoting peace and solidarity and refuting tendencies of xenophobia and social exclusion. - support the growing awareness of the importance of the Portuguese language, namely through our Portuguese as a non-native language (Portuguese as a Foreign Language – PLE / Portuguese Second Language – PLE2)
1,900 students
Foreign Language Courses
PFL / PNNL
1420 - Foreign language courses 480 - Port. Foreign Language & Port. Non-native language courses
900 – semester courses 520 – intensive/short courses 176 - PFL Erasmus 73 - PFL annual
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TRAINING IN PORTUGUESE AS A NON-NATIVE LANGUAGE (PLNM) AT UNIVERSIDADE DO MINHO EILC COURSES (ERASMUS INTENSIVE LANGUAGE COURSES)
• 2008 (-) • organized jointly with the International Relations Office • for Erasmus students coming to study in Portugal in different universities.
Portuguese as Foreign Language / Non/Native Language In the context of Uminho Language Policy
Awareness raising of the importance of the Portuguese language and its cultural values, namely through Portuguese Foreign Language & Portuguese Non/Native Language teaching & learning programmes. Acquisition, evaluation and competence accreditation (second language and foreign language), in all academic and professional contexts.
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Language Centre / Research Centre (with CEHUM - Centre for Study of Humanities)
• BabeliUM Articulation of teaching / learning and services (translation, interpretation …) with research Projects: Translation Strategies within Institutional Settings and Creation of Technology-based Materials in the area of Portuguese for Foreigners
The APPEAL network Ação / Plano para a Promoção do Ensino e da Aprendizagem das Línguas Regional network based on bilateral partnerships between UMinho and Middle /Secondary schools in the northern Portugal region: 32 schools (2013). Project EUCIM-TE: non-Portuguese mother tongue students in secondary schools.
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Co-operation • UMinho – Confucius Institute
• National Council of Translators • Goethe Institute • British Council • Centro de Estudos Galegos • Fundação Eça de Queiroz • Member (through UMinho) CEL / ELC
AARHUS UNIVERSITET
ALERT
20 DECEMBER, 2008
• Little attention so far to the implications of an expanded internationalization policy. ‐ helping lecturers with their English ‐ adapting the curriculum ‐ creating whole undergraduate courses in English* • BabeliUM must become an interface of UMinho with financial autonomy. *N.B. many current international students come to UMinho from the PALOPS (ex‐colonies) and have Portuguese as their 1st or 2nd language. They do not want courses in English.
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Kevin Haines, University of Groningen, NL
THE INTERNATIONAL CLASSROOM AND ENGLISH MEDIUM INSTRUCTION (EMI)
AARHUS UNIVERSITET
20 DECEMBER, 2008
International Classroom project at the University of Groningen (UoG): Ambitions
• Integrating internationally/culturally diverse students in a single learning environment • Achieving higher educational standards using the diversity of backgrounds of students • Preparing students for a life and career in a globalizing world
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AARHUS UNIVERSITET
20 DECEMBER, 2008
International Classroom project at UoG: Purpose
To contribute to the UoG application for NVMO Distinctive Quality Feature Internationalisation (DQFI) by demonstrating the added value and clarifying institutional conditions of the International Classroom, in relation to both staff and students.
AARHUS UNIVERSITET
20 DECEMBER, 2008
International Classroom project UoG: Questions
• What makes our English‐taught programmes international? • How to use diversity as a resource in the international classroom? • How to adjust our policies to realise our vision on internationalisation? • How to realise fit for purpose support for our students and staff?
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Understanding the international curriculum (IoC) Internationalisation of the Curriculum (IoC): Clearly articulated international and intercultural learning goals related to their lives as citizens and professionals in a globalised world. (Leask & Bridge 2013: 87) The curriculum can be described at formal, informal and hidden levels. (Leask & Bridge 2013: 81).
AARHUS UNIVERSITET
20 DECEMBER, 2008
Evidence of the international curriculum for Medicine Formal
12/3/2013
Informal
Macro (Field)
2009 Framework for Medical Education in the Netherlands
Academic / Medical networks and conferences NVMO
Meso (Programme)
Medical Curriculum G2010 (Framework G2020)
Global Health (Johnson et al 2012)
Micro (Phase)
IBMG Bachelor’s Thesis
IBMG Elective period (flexibility, choice, autonomy)
Hidden
?
?
?
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Understanding the curriculum (IoC)
English Medium Instruction (EMI): • “Pedagogical, didactic and intercultural issues (…) will be at least as important as the language skills.” (Lauridsen 2013: 135) • [T]he first motivation was pedagogical qualification requirements and second motivation was an interest in language issues. (Airey 2011: 40)
AARHUS UNIVERSITET
20 DECEMBER, 2008
The EMI environment (Klaassen 2008: 35) Learning Outcomes
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Parameter 1: International & intercultural learning outcomes
Able to: Indicate if and how the medical process is influenced by contextual factors, such as gender, age, ethnic diversity and multicultural aspects. 2009 Framework for Undergraduate Medical Education in the Netherlands
AARHUS UNIVERSITET
20 DECEMBER, 2008
Contextual factors and the Intercultural Setting The medical context… Professional Development at IBMG (International Bachelor’s in Medicine Groningen) “For instance, in year two I watch two documentaries with the students, the one set in Morocco and the one set in Holland, and it’s about different cultural attitudes to dealing with terminal illness: how you communicate, what you communicate, who you communicate with as a doctor. And having a multicultural, international student group will give you an opportunity to get far more detailed insight into what the thinking behind it is.” Professional Development lecturer IBMG
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Contextual factors and the Intercultural Setting The medical context… “I really liked the whole integration of culture along with the really real medical issue. It’s the end of life, how are you supposed to treat people, etcetera. But I kind of felt for the first time that I was really in an international group. (…) Especially with the discussion later in the coach group meeting with all the different opinions, you really do realize, it’s true I am in a really international group right now.” 2nd year student A: Focus Group IBMG 2013
AARHUS UNIVERSITET
20 DECEMBER, 2008
Contextual factors and the Intercultural Setting
The medical context… “Whenever I learn anything about myself or about my friends, it is never when we are agreeing on subjects or when we share the same experience. You always learn about other cultures and other perspectives when you discuss it from different angles.” 2nd year student B: Focus Group IBMG 2013
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Parameter 2: Teaching & learning
“I must say that I got many skills from studying in this ((previous)) university although I hated the system back then. I prefer this way of teaching at least in medicine ((PBL)) way more interesting and motivating. Here ((Groningen)) students are responsible for their own learning and professors are more tutors than lecturers. I honestly think we should have more problem‐solving and tutoring.” 3rd Year Elective student IBMG 2013
AARHUS UNIVERSITET
20 DECEMBER, 2008
Parameter 3: Students
Some emerging themes at IBMG (examples of raw data): “They expect you to be able to do academic writing, but you have never done it before. There’s also a lot of diversity in what has been done. I wouldn’t be able to do it in Dutch either, although the language would be a lot better.” A second year IBMG student representative “At the moment we are just guessing why some things work and other things don’t, and so if you know the students personally, it’s easier to approach them, so they can share more, and to understand their experiences better.” Block Coordinator, IBMG
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Parameter 4: Staff
Some emerging themes at IBMG (examples of raw data): “I’ve tried to make it more fitting in the perspective of the student. I try to link to other topics so I can relate back to other materials. I’m just flying in for one class and I have to hope I can make it fit.” A lecturer in IBMG “Most important is that lecturers feel that they are in control of their own trajectory. I don’t think you should force them into things they have maybe outgrown. They are in a better position than anyone else to tell you what they need.” A Block Coordinator at IBMG
AARHUS UNIVERSITET
20 DECEMBER, 2008
Indications of good practice (tentative conclusions)
The following indications of good practice are drawn from the following pilots at the University of Groningen: ‐International Bachelor’s in Medicine Groningen (IBMG): Professor Nico Bos ‐Master’s in Environment and Infrastructure Planning (EIP): Professor Johan Woltjer This project is led by Project Manager International Classroom: Franka van den Hende
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Indications of good practice (tentative conclusions)
The following indications of good practice are informed by theories from Internationalisation of the Curriculum (IoC); in particular see: Carroll, Jude. Forthcoming 2014. Tools for Teaching in an Educationally Mobile World. Routledge. Leask, Betty & Jan Wallace. 2011.Good Practice Report Learning and Teaching Across Cultures. AGOLT: Australian Learning and Teaching Council. Leask, Betty & Christopher Bridge. 2013. Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives. In Compare: A Journal of Comparative and International Education 43(1). 79–101
AARHUS UNIVERSITET
20 DECEMBER, 2008
Indications of good practice (tentative conclusions)
1. Be aware of culture in the widest sense of the word i.e. both local (Dutch) academic culture, and international standards for grading (in Medicine). 2. Use diversity as a resource to generate understanding, scope and innovations for societal problems. 3. Be context specific, providing examples which show differences. Examples preferably cover not only Dutch or European experience.
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AARHUS UNIVERSITET
20 DECEMBER, 2008
Indications of good practice (tentative conclusions)
4. Facilitate broader and informal interaction at class level (rather than regulate at program level) 5. Allow for flexibility and adaptation time, and local discretion for lecturers and students to facilitate freedom of choice 6. Direct language support towards qualitative measures (observation and feedback) and contextualised needs e.g. academic writing (students), individually mediated needs (staff)
AARHUS UNIVERSITET
20 DECEMBER, 2008
Some references • • •
• •
•
• •
Airey, John. 2011. Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. In Ibérica, 22, 35‐54. Bos, N.A. and Trigt, van A. 2009. The Groningen approach to international medicine: The international variant of the Bachelor’s degree programme in Medicine. University Medical Center Groningen. Herwaarden, van C.L.A., R.F.J.M. Laan and Leunissen, R.R. M. (Eds). 2009. The 2009 Framework for Undergraduate Medical Education in the Netherlands. Nederlandse Federatie van Universitair Medische Centra. Johnson, O., S.L. Bailey, C. Willott, T. Crocker‐Buque, V. Jessop, M. Birch, H. Ward and J.S. Yudkin. 2012. Global health learning outcomes for medical students in the UK. The Lancet, Vol 379. 2033‐2035. Jones, Elspeth and David Killick. 2013. Graduate Attributes and the Internationalized Curriculum: Embedding a Global Outlook in Disciplinary Learning Outcomes. In Journal of Studies in International Education 17(2), 165–182. Klaassen, Renate G. 2008. Preparing lecturers for English‐medium instruction. In Robert Wilkinson & Vera Zegers (eds.), Realizing Content and Language Integration in Higher Education, 33–42. Maastricht: Maastricht University. Lauridsen, Karen M. 2013. Higher Education Language Policy. Working Group under the European Language Council. In European Journal of Language Policy, 5(1), 128‐138. Leask, Betty & Christopher Bridge. 2013. Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives. In Compare: A Journal of Comparative and International Education 43(1). 79–101.
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INTLUNI & HIGHER EDUCATION LANGUAGE POLICY
AARHUS UNIVERSITET
IntlUni
20 DECEMBER, 2008
• Addresses the challenges of the multilingual and multicultural learning space in the international university. • Erasmus Academic Network 2012‐15. • 38 partners in 27 countries. • www.IntlUni.eu • The IntlUni Outer Circle = interested stakeholders outside the inner circle of partners. • Sign up on website to receive newsletter.
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AARHUS UNIVERSITET
Higher Education Language Policy
20 DECEMBER, 2008
• Report with recommendations developed by a Working Group under the CEL/ELC 2011‐2012. Published in • European Journal of Language Policy, 5.1 (2013). • http://www.celelc.org/activities/Working_gro ups/University_Language_Policy/index.html
WORKSHOP SESSION
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AARHUS UNIVERSITET
Comments and questions to the panel
20 DECEMBER, 2008
Consider the following: • What would you consider the most burning issues in the area of languages? (addressed or not addressed so far in this workshop) • What are your comments or questions to what has been said by members of the panel?
AARHUS UNIVERSITET
Participant activity
20 DECEMBER, 2008
• Can you identify other initiatives addressing these issues? What are their aims and objectives? • In your view, what would be the need(s) for new initiatives addressing these issues?
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