Higher Education as a multilingual and multicultural space

Higher'Educa-on'as'a'mul-lingual'and'mul-cultural'space'

Round'Table,'April'17,'2015'Universidad'Politécnica'de'Madrid,'Spain'

Higher'Educa-on'as'a'mul-lingual'and'mul-cultural'space''Contribu-ons:'Part'1'

'Discussant:'Ute'Smit,''University'of'Vienna'

'


Striving'to'boost'mul-lingualism'in'higher'educa-on:'A'case'study'

'David'Lasagabaster,'University'of'the'Basque'Country'UPV/EHU'


Iden-fying'the'challenges'of'bilingual'programmes'in'Higher'Educa-on:'

first'decisions''

Victor'Pavón,'University'of'Córdoba'(Spain)''


EnglishTmedium'instruc-on'as'a'transforma-on'policy'

'Pascual'Pérez'Paredes,'University'of'Murcia'


'Contribu-ons:'Part'2'

'Discussant:'Julia'HüXner,'University'of'Southampton''


The'Interna-onal'Classroom'in'the'European'Higher'Educa-on'

Area:'Mul-lingual'policies'towards'interna-onaliza-on'in'a'bilingual'

university'Carmen'Pérez'Vidal,'Universidad'Pompeu'Fabra'

'


Quality'of'Plurilingual'Higher'Educa-on'programs'in'Andalusia'

'Fernando'D.'Rubio'Alcalá,'Universidad'de'Huelva'

'


An'interdisciplinary'and'interna-onal'approach'to'EnglishTmedium'instruc-on'in'Higher'Educa-on'

'Emma'Dafouz'Milne,'Universidad'Complutense'Madrid'

'


Discussion:'ques-ons'and'comments'from'audience'

XXXIII AESLA INTERNATIONAL CONFERENCE Madrid, 16-18 April 2015

Striving(to(boost(mul/lingualism(in(higher(educa/on:(A(case(study(

(!

David Lasagabaster

University of the Basque Country UPV/EHU

[email protected]

1

INTRODUCTION

•  When researching language education policy it is often difficult to obtain clear evidence:

•  Spolsky (2008: 31) encourages “the study of the beliefs and attitudes of the community and its various sectors. What values do they attach to plurilingual proficiency? How do they value the languages potentially included in the policy? […] At this point, one can usefully look for conflicts in values and attitudes”

•  There is scant research into the effect of multilingualism on the different bodies (most studies focus on students) + bilingual HEIs

RESEARCH QUESTIONS

•  RQ1: What are the attitudes of the 3 university bodies towards the spread of multilingualism? •  RQ2: What do they think about the implementation of EMI?

4

The University of the Basque Country: Public & bilingual

46,500 students; + 5,000 teachers; + 1,500 adm. personnel

THE MULTILINGUAL PROGRAM (MP) Part of the strategic plan for internationalisation ! FLs used as medium of instruction ! 150 subjects (8 in French + 1 in German) ! A trilingual language policy

THE STUDY

6#year#long!research!project

•  The context

THE STUDY

•  The sample

•  785 participants: 632 students, 103 teaching staff,

50 administration personnel

•  17 different faculties

•  International Ss: 25 nationalities

•  Instruments

•  Mixed methods methodology: questionnaires, discussion groups

& interviews

5

! Interest in English and multilingualism, but the

presence of a minority language makes multilingualism a challenge (widespread agreement against 2 FLs)

! How it affects each body (personal situation): Adm.

personnel > Teachers > Students

! Linguistic tensions acknowledged & even found in group discussions

RESULTS AND DISCUSSION

"  Students more concerned about the normalisation of Basque and

the purported negative impact of English

!  Bunker attitude (Baker, 1992) from L1=Basque Ss, but also from pro-English teaching staff

"  Teaching staff and administration personnel are more neutral or

positive

!  Trilingualism essential to improve the human, social and intellectual capital

"  Teachers and students concerned about lack of competence in

English

!  Problem in Spain in general and in the BAC in particular !  Even good Ss reluctant to take risks (local vs. international Ss)

Final thoughts!!! We shou ld have a l inguis t ica l ly balanced implementation of EMI:

•  attaining language ecology in a multilingual setting such as the UBC requires careful planning, more so when scarce economic resources dictate the need for decisions which limit the financing of different strategies

XXXIII AESLA INTERNATIONAL CONFERENCE Madrid, 16-18 April 2015

Striving(to(boost(mul/lingualism(in(higher(educa/on:(A(case(study(

(!

David Lasagabaster

University of the Basque Country UPV/EHU

[email protected]

9

AESLA%XXXIII%16th%,%18th%April%2015%

Identifying the challenges of bilingual programmes in

Higher Education: first decisions

Víctor Pavón Vázquez

Round Table

Higher Education as a Multilingual and Multicultural Space

Motivations

!  Obvious (students and teachers’ mobility).

!  Invisible (quality of publications).

!  Necessary (research and professional networking).

!  Supranational policies and regulations.

!  Enhancing the professional profile of students.

!  Upgrading multicultural competencies.

Internationalisation? Others?

Decisions

Top-down policy makers

Bottom-up particular initiatives

Decisions should include controlling the volume and type of programmes taught in a specific language.

Decisions should include controlling the volume and type of programmes taught in a specific language.

EMI programmes, ICLHE or CLIL?

Challenges

!  Teachers’ linguistic accreditation: minimum level required

!  Students’ linguistic competency: entry level.

!  Teachers’ misconceptions: lecturing and teacher-fronting, bilingual immersion programmes, pedagogy and strategies, using the two languages.

!  Benchmarking: possible lowering content objectives.

!  Approval of Departments.

Requirements

Necessity of a global language

policy

Cooperation between different departments and

teacher collaboration

Beyond linguistic support…

pedagogical guidance and

assistance

Incentives

1.  Priority access to mobility programmes.

2.  Teaching load reduction. 3.  Certificate for teaching

recognition. 4.  Training programme:

academic language.

1.  Priority for Erasmus and international scholarships.

2.  Opportunities to get a double degree.

3.  Certification of bilingual credits/studies.

Teachers Students


www.perezparedes.es'

English8medium'instruc-on'as'a'transforma-on'policy'

Pascual'Pérez8Paredes'English'Studies'Dept.'

Former'General'Coord.'Excellence'Program,'Campus'Mare'Nostrum'

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AESLA CONFERENCE 15,18 April, 2015

HIGHER EDUCATION AS A MULTILINGUAL AND MULTICULTURAL SPACE

‘THE UPF’S PLAN OF ACTION FOR

MULTILINGUALISM UNIVERSITAT POMPEU FABRA

Carmen Pérez Vidal Former Vicerector for Language Planning

LINGUISTIC POLICIES HIGHER EDUCATION

!  No official mandatory regulation at university level: !  SOCIOLINGUISTIC FIGURES:

!  Catalan (60-65%) !  Spanish (30-35%) !  English, German, French (5-10%)

!  Linguistic Services operating with a brief to cater for Catalan and Spanish (when needed)

!  University Language Schools promoting all languages

LINGUISTIC POLICIES AT ‘HE’ LEVEL

! WITHIN THE BOLOGNA PARADIGM

! LANGUAGES FOR ALL....YES!!

" BOLOGNA WILL BE MULTILINGUAL ...

OR IT WILL NOT BE....

THREE GOALS FOR THE SHORT-MID and the LONG-RUN

1.  Establish Catalan as the UPF’s own and official language. 2.  Guarantee the presence of English as lingua franca for

international communication and Spanish as the other official language in Catalonia, and of personal interest to a large part of the international student community visiting us.

3.  Incorporate other European languages with an academic tradition (German, French, Italian) and our new communities languages (of a Marrocan, Rumanian, Chinese origin)

THE PAM: GOALS I

The case of UPF, a Catalan university with a multilingual ethos

•  THE UNIVERSITY’S MULTILINGUAL PROFILE

–  Teaching staff –  Students –  Administration –  The institutional interfaces (webs, documentation, landscape?)

#  INTERNATIONALISATION FOR ALL students and teachers: –  ERASMUS (& OTHER) EXCHANGES (25%) –  INTERNATIONALISATION ‘AT HOME’ (IaH) (75%)

THE PAM: GOALS II

The case of UPF, a Catalan university with a multilingual goal I

PLAN OF ACTION FOR MULTILINGUALISM

#  3 domains: institutional, teaching and research, administration

#  5 strategic strands: norm, information, train, support, dinamize

#  25 steps courses of action #  3 key concepts:

–  English as a “working language” and other European languages as languages for communication

–  “Linguistic security” –  “Managing multilingualism in the classroom”

THE PAM: ITS DESIGN I

The case of UPF, a Catalan university with a multilingual GOAL

THE PAM: DESIGN II

INSTITUTIONAL DOMAIN

TEACHING AND RESEARCH

DOMAIN

ADMINISTRATION DOMAIN

NORMS

INFORMATION

TRAINING

LINGUISTIC

SUPPORT

3 key concepts

Linguistic security

Managing multilingualism in

the classroom

Catalan, our own official language, Spanishnour official language, ENglish our “working language”

DYNAMICS

WHAT WE DO WHERE?

THREE KEY CONCEPTS

#  English as a third “working language”: –  The use of official languages (Catalan/Spanish) are regulated at higher levels –  We add English as the ‘internally official working language at UPF –  Teachers and students have the obligation to have at least passive command of those languages

•  Free pre-sessional Catalan/Spanish courses for teachers, postgrads, Erasmus •  Free English for teachers and administration

#  “Linguistic security”: –  Teachers decide language of instruction –  Languages of instruction are publicized –  Information is binding cannot be changed under any concept throughout the academic year. –  This guarantees teachers’ rights to use any of the three working languages at all moments,

particularly in the case of Catalan for which there is an established legal right.

#  “Managing the multilingual classroom”: –  Students decide which of the three languages they use in class. –  Need to abide to the previous regulations, guaranteeing a smooth use of all languages at UPF, and

contributing to the preservation of linguistic rights establihsed amidst our community.

THE PAM: OUR PHILOSOPHY

The case of UPF, a Catalan university with a multilingual GOAL

Fernando(D.(Rubio(Alcalá(Vicedecano(de(Relaciones(Exteriores(y(Plurilingüismo( ((

Facultad(de(Ciencias(de(la(Educación(

(1(

[email protected](

Quality(of(Plurilingual(Higher(EducaFon(

programs(in(Andalusia((

Contents'

2(

General(remarks(

Andalusian(project(

PEP((Plurilingual(EducaFon(Plan;(Faculty(of(EducaFon)(

General'remarks'

3(

Conceptual(disFncFon(

PluriP(

MulFP(

Plurilingualism( differs( from( mulFlingualP( ism,( which( is( the(knowledge( of( a( number( of( languages,( or( the( coPexistence( of(different(languages(in(a(given(society((CEFR,(2001:(4)(

Teachers’'level'required'

4(What(is(the(final(aim(of(a(plurilingual(educaFon(program?(

How'do'students'learn'content'and'language'integrated?'

5(

“Require'but'give'a'chance”'

6(

C1:(Reading(skills(

ANÁLISIS'Y'GARANTÍA'DE'CALIDAD'DE'LA'EDUCACIÓN'PLURILINGÜE'EN'LA'EDUCACIÓN'SUPERIOR'DE'ANDALUCÍA'

(Proyecto(de(Excelencia(

7(

Main'objectives'1.(To(analyze(plurilingual(programs(in(Andalusia((Higher(EducaFon);(

2.(To(idenFfy(factors(that(account(for(quality(assurance;(

3.(To(develop(a(quality(assurance(program(of(plurilingual(programs.( 8(

Context'

1993P(

12.000(students(

3.500(students(

Primary(EducaFon(Early(Childhood(

EducaFon(Etc.(

Faculty(of(EducaFon(

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Stage'of'preparation'•  Is(it(feasible?(

Rubio,(F.D.(y(Hermosín,(M.((2010).(Implantación(de(un(programa(de(plurilingüismo(en(el(Espacio(Europeo(de(Educación(Superior:(Análisis(de(contexto(y(detección(de(necesidades.(Siglo(XXI.(Revista(de(Educación.(

Current'situation'PEP:''Preliminary'data'•  Enrolled(in(first(course:(•  Primary(EducaFon(Degree:(N=72(•  Early(Childhood(EducaFon(Degree:(N=61(

•  Average(enrolment(mark:(M=7(

51

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10

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Matricula

Amigo

Clase

INFORMACIÓNDEL-GRUPO-

Sa#sfac#on)levels))

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About(teachers:(M=(4.28;(SD=(.68((

Language(proficiency(improvement:(M=3.53;(SD=(.96(

Current'situation'PEP:''Preliminary'data'

ProyectoINTE-R-LICA

(2014-16)

An interdisciplinary and international approach to English-medium instruction in Higher Education

The INTE-R-LICA project

Emma DAFOUZ MILNEROUND TABLE - AESLA, 16-18 April 2015

INTE-R-LICA

What is INTE-R-LICA?

INTE-R-LICA is an international and interdisciplinary project, funded by the Ministry of Economy and Competitiveness, based at the Universidad Complutense de Madrid.

Acronym: La Internalización de la Educación Superior a través de los grados bilingües: Retos Lingüísticos, Culturalesy Académicos.

INTE-R-LICA

Why international?

� International researchers: from 4 different countries

� Spain (UCM and UAH)

� Finland (JAMK)

� Austria (UW)

� UK (UoS)

� Disciplinary cultures and pedagogical practicesmay be different across contexts

INTE-R-LICA

Why interdisciplinary?

� Because it combines:� the views of applied linguists (the language specialists) �with that of economics/business scholars (the content specialists).

� These views of EMI practicesmay not always coincide butboth need to be acknowledgedif we want effectiveEMI teaching/learningto take place.

INTE-R-LICA

The INTE-R-LICA Objectives

�Overarching objectives are grouped in three challenges:

� Sub-project 01:� linguistic

�cultural (disciplinary)

� Sub-project 02:�academic

INTE-R-LICA

‘ROAD-MAPPING’ as FRAMEWORK for EMEMUS

discourses

Dafouz and Smit(2014) AppliedLinguistics

INTE-R-LICA

Academic Disciplines + Practices and Processes

discourses

INTE-R-LICA

Practices and Processes + Academic Disciplines + Internationalization & Glocalisation

discourses

INTE-R-LICA

INTE-R-LICA and Plan de Lenguas para la Internacionalización (PLI)

Higher Education as a multilingual and multicultural space

Education

Transcript of Higher Education as a multilingual and multicultural space