Confédération Européenne des Centres de Langues de l'Enseignement Supérieur
European Confederation of Language Centres in Higher Education
Europäischer Verband der Hochschulsprachenzentren
Position Statement on Language Policy in
Higher Education in Europe
In 2009, CercleS established a number of Focus Groups, including one on Language Policy
which met for the third time in Luminy, Marseille, France from 19th
- 21st
May 2011. The
following position statement is based on analysis and discussions which took place during the
three meetings. It is presented in the form of guidelines for Institutions in Higher Education.
0. Institutions in Higher Education should have a Language Policy
Why? Language practices within an institution should be determined exclusively by the
stakeholders in that institution and provide continuity over time in a constantly
evolving context.
How? By following these guidelines.
1. A Language Policy of an Institution in Higher Education should address
issues for native and foreign languages
Why? Fostering plurilingualism is a fundamental element of European Higher Education
policy.
How? By:
- taking into account local specificities and the language needs of all parties.
- actively promoting plurilingualism and institutional multilingualism.
- guaranteeing access to language learning facilities based in Language Centres.
- encouraging native speakers of other languages to use their own mother tongue.
- enhancing linguistic and cultural diversity and awareness.
- facilitating student and staff mobility.
- fostering lifelong language learning.
The exclusive use of English as a Lingua Franca threatens the quality of cultural and academic
exchange.
2. A Language Policy of an Institution in Higher Education should address
issues at all levels of the organisation (university, faculty, programmes,
courses etc.) and be co-owned by all stakeholders and the whole
university community (governing bodies, teaching, research,
administrative staff and students)
Why? The success of any policy depends on the commitment of all parties concerned.
The practical implementation can only be as strong as its weakest link.
How? Through debate and approval by the governing bodies after wide-ranging
consultation of all stake-holders prior to implementation.
By widespread publication and accessibility (institutional website, official
documentation, marketing strategy).
It is important that stakeholders differentiate clearly between needs and wants.
3. A Language Policy of an Institution in Higher Education should be
coherent with external (European, national, regional and local) and
internal strategic goals
Why? Its efficiency depends on its coherence and its capacity to address the wide range
of settings in which Higher Education Institutions play an important role.
How? Through widespread permanent consultation.
Language Policy should never become a political battle-field.
4. A Language Policy of an Institution in Higher Education should define
responsibilities within the organisation
Why? Language Policy must be shared across the board to reflect the commitment of all
parties.
How? By taking into account the specific skills of all parties, including Language Centres,
in the process of decision making.
Language Policy should not be delegated to Language Centres only.
Parties should not be held responsible beyond their actual expertise and abilities.
Cooperation and mutual understanding between Language Centres and International Offices
should be encouraged.
CercleS Language Policy Position Statement 2/5
5. Language Policies in Institutions of Higher Education should provide
guiding principles to address the following issues:
5.1 Language appropriation
Why? A Language Policy should accommodate changing linguistic circumstances and
the social and political climate to foster mobility and employability in accordance
with the Bologna Reform.
How? By treating the following questions:
- Which target languages should students acquire, to which level and why?
- What are the entry language level requirements?
By defining support infrastructure and services (e.g. Language Centres, training,
coaching, language counselling, etc.) for students and staff.
A Language Policy should define compulsory levels of language competence for students and
lecturers, with finalising exit levels according to the requirements of the job market.
A Language Policy should reflect existing and future exchange programmes and agreements,
and should include provision of necessary language tuition to incoming foreign students.
A Language Policy should define the minimum level of language competence of the host
country’s language for mobility and international students.
5.2 Language of tuition
Why? Research has demonstrated that the languages of instruction have an impact on
the quality of the learning outcome.
The languages of instruction contribute to the students' cognitive and cultural
development.
How? By defining which language(s) of instruction is (are) appropriate in a given
programme and its global context.
By defining support infrastructure and services (e.g. Language Centres, training,
coaching, language counselling, etc.) for students and teaching staff.
A Language Policy should guarantee programme coherence and cohesion while respecting the
inherent historical characteristics of the subject.
5.3 Research
Why? Future researchers have to be prepared for multilingual professional situations.
How? By defining which languages are used for which research activities.
CercleS Language Policy Position Statement 3/5
By defining support infrastructure and services (e.g. Language Centres, training,
coaching, language counselling, etc.) for students and research staff.
A Language Policy should reflect existing and future research cooperation agreements and
networks.
Linguistic skills should be taken into account in recruitment procedures and promotion of
researchers.
5.4 Administration
Why? The growing degree of internationalisation creates a need for plurilingual
competence of administrative staff.
How? By defining support infrastructure and services (e.g. Language Centres, training,
coaching, language counselling, etc.) for administrative staff.
Linguistic skills should be taken into account in recruitment procedures and promotion of
administrative staff.
5.5 (Internal and External) Communication
Why? Corporate identity is also determined by language use within the Institution.
Foreign students and staff have a right to accessible information.
How? By identifying the need for services such as translation, proof-reading and editing,
and defining appropriate measures.
High level language services, including but not limited to Language Centres, are a means to
guaranteeing the quality of the University’s national and international image.
6. Language Policy design should be seen as a process.
Why? Any Language Policy is the result of the context in which it is developed, and this
context is subject to change at all times.
A constant review process is necessary to maintain a high level of quality.
How? Through a permanent process of debate and approval by the governing bodies.
In a constantly changing environment, only a qualitative multi-disciplinary review process can
guarantee that a Language Policy will remain appropriate, applicable and acceptable for all
parties.
CercleS Language Policy Position Statement 4/5
Participants:
Dr. Sigrid Behrent, Zentrum für Sprachlehre, Fakultät für Kulturwissenschaften, Universität Paderborn, Germany
Anje M. Dijk, Talencentrum Rijksuniversiteit Groningen, University of Groningen, The Netherlands
Tom Grainger, CIELL, Faculté des Sciences de Luminy, Université de la Méditerranée, Marseille, France
Brendan Keenan, Unité Programme International, Commission International de l'Alliance des Grandes Ecoles,
Rhône Alpes, Ecole Nationale des Travaux Publics de l'Etat, France
Dr. Regina Mügge, Sprachenzentrum, Martin-Luther-Universität Halle-Wittenberg, Germany
Dr. Christoph Nickenig, Centro linguistico – Sprachenzentrum, Freie Universität Bozen – Libera Università Bolzano,
Italy
Astrid Nothen, SLI-Sprachlehrinstitut, Albert-Ludwigs-Universität, Freiburg i.Brsg., Germany
Dr. Sabina Schaffner, Sprachenzentrum der Universität und der ETH Zürich, Switzerland
Leon de Stadler, Taalsentrum / Language Centre, Universiteit Stellenbosch / Stellenbosch University, South Africa
Dr. Ruth Tobias, Sprachenzentrum, Fachbereich Gesellschaftswissenschaften und soziale Arbeit, Hochschule
Darmstadt, Germany
CercleS Language Policy Position Statement 5/5