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.

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

• 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

• 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.

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

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.  

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.

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

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

Language & identity

Language competence & student mobility

Enablers & barriers to student mobility