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reinforces the European value of multilingualism

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Useful for increasing the potential for mobility, a major goal of European university alliances.

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Contributes to intercultural knowledge and skills, as language is part of culture and personal and national identity.

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Recommendations for training students and staff on intercultural communication

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Recommendations for training students and staff on the European value of multilingualism

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Subgroups for each ouput.

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Recommendations for European policy on language training in higher education

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Share best practices in promoting multilingualism in the context of European university alliances.

Provide recommendations for European policy on multilingualism in European universities alliances and in higher education more generally.

Provide recommendations for European policy on intercultural communication in European university alliances and in higher education.

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Multilingualism and language policy in the European alliances

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Multilingualism and language policy in the European alliances

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Identify the obstacles with respect multilingualism and language policy in the European alliances and propose ways forward.

Comment from Kathleen O'Connor: Learning all the different languages is not feasible, nor is it feasible or cost effective to hire translators and interpreters.

Response from Theo Marinis: I agree, learning all different languages of the alliance is not an objective of any alliance, but offering the opportunity and the motivation to for language learning - for whoever is interested to do that. Hiring translators and interpreters is also not cost effective for all activities, digital solutions can be used to translate documents, e-mails, etc. For high importance events, interpreters would be good to have, like in the EU parliament, depending of the audience. One of the objectives of this thematic group could be to discuss these points and propose solutions based on examples of good practice across the alliance.

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Important to consider the role of artificial intelligence in language training and to think about a position on this or at least best practices. Will the use of AI replace the need to speak a foreign language? Should it?

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Sharing good practice on how to develop a multilingual policy and its implementation strategy practices can:

1. support inclusivity and diversity within EUIs

2. support the maintenance of all languages within the alliance as languages of science and languages for teaching - currently many EUIs use English for teaching and English is a dominant language for research publications, 'smaller' languages ra ebeing used less and less often in publications

3. encourage innovation in teaching - knowledge sharing between alliances regarding multilingual pedagogies

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Relevance for the teaching of languages  

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Relevance for the teaching of languages  

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Sharing good practice can benefit EUIs in terms of models developed for language teaching - for example modes of offering language learning within an alliance, intensive language courses, language and culture courses. Language Centres within Universities and EUIs can play an active role in this discussion.

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Language policy development and implementation (including policy on cultural awareness, linguistic rights?)

Plurilingual approaches to teaching & learning (including foreign language teaching, teacher training, CLIL, EMI / EME?)

Intercultural communication / culture-sensitive communication (including multilingual and multicultural learning environments, student mobilities?)

Flexible formats for language learning (formal & informal, synchronous & asynchronous), technology enhanced language learning

Language development (and language assessment ?) in typical and atypical groups (including family language policy, language biographies?)

Sociolinguistics, language ideology - separate group or part of the language policy group?

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Promote / champion language learning within each alliance

Lobby the alliance decision making group for multilingualism / plurilingual practices, etc. for example to develop their websites in multiple languages and use multiple languages for communication

Support awareness raising activities within each alliance about how multilingual its members are, existing multilingual practices, etc.

Develop initiatives for research collaboration across alliances

Advocate for language preservation / maintenance

Develop a framework for monitoring and evaluating progress within the alliances regarding multilingualism

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Recommendations for monitoring and evaluation of multilingualism within alliances

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Think about outputs / recommedations linked to each objective if possible

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There is no budget from FOREU4ALL for face-to-face meetings. The group and subgroups can work using mainly online meetings. One face-to-face meeting each year linked to a conference/workshop where several members are planning to attend anyway or using Erasmus mobility funds? Frequency of online meetings to be discussed.

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group and subgroup leaders to be balanced in terns of gender and other dimensions? for example languages and geographic dimensions?

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Greater inclusivity within each alliance

Strengthened European identity

Preservation of linguistic diversity and of all languages as languages of science

Increase in research on multilingualism

Improved quality of teaching and learning

Empowerment of marginalised languages and communities

Recognition of multilingualism as an important theme within alliances

Increased use of technology in language learning

For students and staff: improved language skills, better intercultural understanding

For institutions: greater cohesion, increased collaboration within alliances

For society: language preservation, promotion of language learning, greater cultural understanding

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The subgroup worked on the following themes and challenges, among others:

preparing recommendations on language policies of HEIs and alliances with a view to enhancing inclusion, innovation and internationalization;

issues pertaining to delivering study courses, modules and programs in more than one language of instruction;

connecting the multicultural environment with intercultural competences, equity, diversity and inclusiveness;

developing recommendations for enhancing language proficiency of students and staff in order to enhance mobility (physical, virtual and blended);

identifying incentives for language learning by (future) students (with a special regard to less widely spoken languages);

working with language support tools (such as automatic subtitling) in the virtual campus

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FOREU1 helped alliances in achieving these goals

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FOREU1 helped alliances in achieving these goals

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universities should remain (or become) autonomous in deciding on the use of languages in all walks of university life;

alliances need more flexible support options for students to engage in blended and short-term mobility across Europe;

EC should underpin aspirations of Europeans mastering two additional European languages by supporting EUN alliance universities in maintaining or boosting offerings in European language programs.

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The Terms of Reference document regulates the work of the group

A Working Plan should be created based on the call for applications

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Internal communication and collaboration

Regular meetings are organized every six weeks. Ad hoc meetings are organized upon request, especially in case of urgent matters. Meetings are primarily organized virtually, e.g. via Zoom or MS Teams video conferencing.

Between meetings, the Subgroup’s main communication channels are MS Teams (team maintained by one of the member universities; in FOREU1, it was the University of Jyväskylä) and email.

External communication and collaboration

The subgroup shall consult FOREU, and if and when relevant the other Subgroups, on proposals for external communications (especially those offered to the European Commission).

The subgroup will seek to organize or co-organize public events such as panel discussions, seminars, exhibitions, etc., some of them in collaboration with other Subgroups.

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Exchanged good practices of language education at member EUI alliances (this was a recurrent topic from the point of view of joint curriculum design, course offerings, incentives, piloting, fostering equity, etc.)

Exchanged information about institutional language policies; ad hoc meeting was organized, for example, to provide feedback on EPICUR's model language policy

Organized joint meetings with EC representatives, e.g., with a representative from the European Commission’s Directorate-General of Education and Culture, to gain first-hand information on language education policy development in EU HEIs

Provided statements on request about the plans of future EUI calls

Drafted statements on language policies that member alliances amended in their funding applications for the post-pilot funding period

Invited established scholars from member alliances to launch conversation on timely issues

Delivered presentations at member alliances' events and cross-alliance events

Exchanged ideas with the FOREU2 subgroup

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From Julie Panagiotopoulou (Uni Cologne)

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From Julie Panagiotopoulou (Uni Cologne)

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Language biographies of individuals, students, academic staff, administrative staff, over generations: their current language practices, but also those of their parents and siblings in their family context: an inventory of language policies in (multilingual) families to explore how languages are preserved and how multilingualism is maintained in families (probably in contrast to educational institutions).

Past and present language learning experiences and practices in the context of their educational biographies, from their beginnings in kindergarten and school to the present at university: comparisons between language policies in different educational institutions from the perspectives of individuals, students, academic staff, administrative staff, in order to understand the role of the university itself in the context of the overall language and educational biographies of individuals.

In addition, their ideas and wishes for improving the language policy at the university are to be collected.

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From Julie Panagiotopoulou (Uni Cologne)

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From Julie Panagiotopoulou (Uni Cologne)

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At the level of the respective university and country: an inventory of language policies in the private (family) sphere and in the context of the university.

On an international comparative level: language and educational biographies in the context of language policies (in families and educational institutions) in different European countries.

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Language practices and policy - English relative to other (2nd) languages of study within the Alliances

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Cultural events where the languages and cultures of alliances and alliance members are represented not in an educational setting but in various forms of art (literature, music etc.), community activities (theatre workshops etc.)

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Sharing knowledge of approaches to developing language policies/guidelines for Alliances to promote and develop multilingualism & plurilingualism.

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Elite multilingualism

European citizenship/values - How European Alliances can developing this through language

Language & identity

Language competence & student mobility

Enablers & barriers to student mobility

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Research - PhD students?