CENTRE DE LANGUES
Centre de langues
Bâtiment CE 2 445
Case postale 117
CH-1015 Lausanne
Téléphone :
Courriel :
Site Internet :
+41 21 693 22 89
centredelangues@epfl.ch
http://langues.epfl.ch
ELC/CEL: SIG 4
Developing different models for language policies in Higher Education
Country: Switzerland
Institution’s name: University of Lausanne (UNIL) Language Centre
Site: Swiss Federal Institute of Technology in Lausanne (EPFL)
Name and function: Elisabeth Paliot, Head of UNIL Language Centre, EPFL site
Date: May 2015
1. Present the LP policy of your institution (Who designed it? How? How is it evaluated? Is it
implicit or explicit? etc.)
The Swiss Federal Institute of Technology in Lausanne (EPFL) is governed in accordance with the
Federal Act on the Federal Institutes of Technology1
(FIT Act) and based on certain specific
prerequisites and conditions resulting from the ETH Board’s strategic planning programme 2012-
20162
. These basic principles, strategic objectives and key focus areas have been broken down
into specific goals and actions on the EPFL level (Polylex3
) and translated into a specific EPFL
Development Plan 2012-20164
.
1.1 Explicit statements on languages
a. Policies
On a national level, Art. 12 of the FIT Act5
lays down recommendations for language use and
specifies the languages of instruction and research to be used (ie the four national languages plus
English). In the same directive, the EPFs are also encouraged to promote understanding of
associated cultural values.
Regarding EPFL, the Directives on Teaching Languages (LEX 2.11.46
) “set the rules governing the
teaching languages used in Bachelor and Master curricula, in order to:
• prepare students to master scientific communication at international level;
• foster integration of students who are not native French-speakers.”7
1
Loi sur les EPF, https://www.admin.ch/opc/en/classified-compilation/19910256/index.html
2
Strategic planning 2012-2016 of the ETH Board for the ETH Domain, ETH Board, Hälderliweg 15, CH-8092 Zürich,
www.ethrat.ch, online available http://www.ethrat.ch/fr/search/node/plan%20strat%C3%A9gique%202012-2016
3
Polylex, Legal texts, http://polylex.epfl.ch/page-65331-en.html
4
EPFL Development Plan 2012-2016, Version 05.05.2011, online available http://ae.epfl.ch/PlanDeveloppement2012-
2016
5
https://www.admin.ch/opc/en/classified-compilation/19910256/index.html
6
LEX 2.11.4, online available http://search.epfl.ch/web.action?q=LEX%202.11.4
7
LEX 2.11.4, article 1
ELC/CEL_SIG 4_Language policies_EPFL Page 2
b. EPFL Language guidelines
EPFL fosters bilingualism and stipulates French and English as the official teaching languages; all
official documents and web pages are also bilingual.
Bachelor programmes are taught mainly in French because the main target audience are Frenchspeakers
and/or students of another national language; however, in order to facilitate the
integration of Swiss-German and English-speaking students, to support the integration of students,
and to prepare for the transition to Master programmes (taught mainly in English), some basic
science courses are also given in German and English. The target audience for Master studies
consists of national and international students.
c. Tools to foster language skills
Recommendations for students
EPFL considers that for holders of a European high-school certificate, a B2 level in French is
necessary in order to follow Bachelor programmes. It recommends students entering Master
programmes to have reached at least C1 in the language of instruction.
International candidates from non-French-speaking countries are required to supplement their
application with a certificate proving their language-level8
. (The non-achievement of these
recommended language levels does not however exclude admission.)
First-year Bachelor students are required by the institution to take an on-site English assessment
test organised by the UNIL Language Centre, which allows them to discover their level. If B2 is not
achieved, they are strongly advised to follow an appropriate language module at UNIL’s Language
Centre, EPFL.
University of Lausanne (UNIL) Language Centre at EPFL
EPFL offers language courses to all members of its community through its on-campus Language
Centre (managed by UNIL) encouraging and promoting the development of a plurilingual and
intercultural communicative competence.
In the preamble to the agreement linking UNIL and EPFL, the development of a language-training
concept adapted to academic needs and purposes is highlighted.
The main objective9
of the EPFL Language Centre is to offer language training which reflects a
coherent language policy according to the Bologna requisites and which is based on the
constantly-changing needs of the entire EPFL community. In this highly multilingual and
multicultural context, the language modules of the Language Centre encourage each student to
enlarge his or her plurilingual and pluricultural repertoire in the context of life-long learning based
on personal needs (employability, academic needs and social integration).
Integration measures
Several options exist to help non-French-speaking students/staff and their partners become
integrated in EPFL and the local environment. They include intensive French courses organised by
the Language Centre, Welcome Days for new international and exchange students, coaching etc.
8
http://bachelor.epfl.ch/cms/site/bachelor2/lang/en/admission-1st-year
9
See Cahier de charge Centre de langues EPFL 2011, p.3
ELC/CEL_SIG 4_Language policies_EPFL Page 3
1.2 Implicit features on languages
In both, the ETH and EPFL strategic planning documents, languages or a language policy are not
mentioned explicitly. However, some of the statements and requests may require language and
intercultural communication competencies and expertise:
Knowledge and technology transfer
• The willingness to cooperate with potential users in business and industry, public
administration and regulatory authorities
• Ongoing dialogue with business and the wider society
• Building of bridges between the different scientific domains
Switzerland’s role at home and abroad
• Performing a national duty to ensure Switzerland’s future
• Making a Swiss contribution in the international context of addressing the global
challenges of the 21st
century
Far-reaching educational objectives
• Innovative approaches to teaching and research-based learning combined with
multilingualism ensure excellence in teaching.
• Bachelor degree programmes will be geared to national needs and participants. The
courses offered at Masters level, and in particular at Doctoral level, now have a strong
international orientation.
Cooperation and integration
• Co-operation with and at other universities on the Swiss level
• Exchange and co-operation with international universities
• Optimal integration of foreign staff, lecturers, students and doctoral students and
development of their understanding of Switzerland’s customs and way of life
• Creating and utilising opportunities for student internships as well as development and
career opportunities for ETH graduates abroad
Notwithstanding these measures, the enlargement of a multilingual and multicultural repertoire
continues to be a matter of personal commitment and motivation. The language modules offered
by the Language Centre are optional and not integrated in the faculty’s course structure;
recommendations are given by EPFL for a minimum entrance language level, but no control or
restrictions are applied. There is also no obligation for EPFL teaching staff to improve their
language of teaching if it’s not their first language. The bridge from multilingual theory to practice
remains to be taken.
2. Which conceptions of languages and of multilingualism does it have (implicitly or explicitly)?
(eg core competence, transversal competence, codes of communication, cultural, identity
and heritage values, lingua franca, etc.)
In my opinion, languages at EPFL are considered as a transversal competence. However, the status
of languages should be stated in a more official and structured way.
English is one of the main languages at EPFL, but other languages should be developed as well.
ELC/CEL_SIG 4_Language policies_EPFL Page 4
3. Which levels does it cover (teaching staff, researchers, non-teaching staff, students)? How?
As already mentioned under question 1, the (implicit and explicit) language policy covers the
entire EPFL population, but through different actions and procedures:
• Institutional level: The EPFL is officially multilingual and multicultural. All official
communication and documents are written in French and translated in English; the web
pages are also bilingual.
• Faculty level: Each faculty defines the language of instruction and specifies it in the course
description.
• Personal level: Every member of the EPFL staff is encouraged to develop his or her
plurilingual and pluricultural profile by following language modules at the Language Centre.
The language modules are free of charge for every student or doctoral student and
financed by EPFL Educational Affairs (DAF); all other members of the EPFL community pay
tuition fees per semester which are divided between the Staff Training Service (STS), the
unit or department and the employee. If the employee enrols in a language course at the
request of his/her superior, the unit or department must pay the whole amount not
covered by the STS.
4. What impact does it want to achieve (governance, learning/teaching, research, relationship
with society etc.)? How?
The achievements are on the following levels (as already mentioned under point 1.2):
• Knowledge and technology transfer
• EPFL’s role in Switzerland and abroad
• Educational objectives
• Cooperation and integration in the local society and abroad
5. How does it reflect the overall mission and vision of the institution?
In the EPFL Development Plan 2012-2016, it is clearly stated that
“At the heart of the diversified and international Lake Geneva area, the EPFL has deep roots in
European culture. Like Switzerland, with its multilingual and open-minded tradition, EPFL is proud
of its multiculturalism and academic diversity, which contribute to its wealth, visibility and
attractiveness.”10
Some structures such as the Language Centre with its training possibilities contribute to the
achievement of the EPFL’s characteristics mentioned in the Development Plan. Nonetheless, the
fact that knowledge is constructed, conceptualized and communicated through languages and that
only an appropriate level of expertise in the languages of instruction, research and institutional
communication allow access and quality, needs to be formally integrated in the collective
consciousness and the ensuing political decisions and procedures.
10
EPFL Development Plan 2012-2016, Version 05.05.2011, online available
http://ae.epfl.ch/PlanDeveloppement2012-2016, p.19