1. Hanne Smidt, Senior Advisor European University Association

2. Foreign language training as part of the Bologna Process and the development internationalisation

3. Presentation outline Foreign language acquisition part of internationalisation Different types of internationalisation requires different language training Language training as part of a university’s strategic plan

4. Foreign language acquisition an integral part of internationalization ”The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrange-ments, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization.” From: The Internationalization of Higher Education: Motivations and Realities by Philip G. Altbach and Jane Knight in Journal of Studies in International Education, 2007

5. Internationalisation - an area of rapid expansion International activities of universities dramatically expanded in volume, scope, and complexity during the past two decades. Activities range from traditional study-abroad programs, allowing students to learn about other cultures, to providing access to higher education in countries where local institutions cannot meet the demand. Other activities stress upgrading the international perspectives and skills of students, enhancing foreign language programs, and providing cross- cultural understanding. Most research areas have an international dimension – spill over effect for doctoral education

6. In Europe – over the past decades largely due to: ERASMUS, the LLLP, other EC HE mobility enhancing programmes and research frameworks (Horizon2020) Bologna Process, the Modernisation Agenda and Europe 2020 - and the focus on enhancing the international competitiveness of HE and promoting the mobility of staff and students The development has had two faces: one that provides possibilities through cooperation – or competition - with international HE and one that provides an international experience to students ”at home”

7. Both strands needs… Foreign language training of staff and students – English has become the universal language, but not exclusively so Foreign culture ”training” understanding the complexities of intercultural communication

8. Internationalisation of individuals versus institutional internationalisation The student improves his or her language skills through degree, extra curricular courses, e-learning or by studies abroad HE supports internationalisation through creating institutional agreements for exchange, cross-border degrees, joint/double degrees or providing - typically in English – degrees that are internationally competitive – using the Bologna tools Internationalising the curricula and the home campus = ”internationalisation at home”

9. Foreign language training, because? Knowledge economy and society Globalisation Cross-border movement Differences in challenges between English speaking countries and non-English speaking countries Differences in size and geopolitical reality Enhancing mobility, internationalisation and globalisation Inter-cultural understanding

10. Foreign language provision As part of the curricula and defined in learning outcomes Cross-border education with curricula and LO Study abroad – part of degree requirement As a extra-curricula service to all students = Visible in the Diploma Supplement

11. Development of foreign language support to enhance the EHEA - and: Academic mobility Employability of staff and students Lifelong language learning By developing a HE language policy both for the language specialist degrees and interdisciplinary appraoch of teaching students in other fields

12. More specifically Academic mobility within the European Higher Education Area (EHEA) calls for a potentially wide range of communicative skills which arise out of the various tasks which students, academics, and administrative staff may have to perform in a foreign language: ”Gaining access to specialised material in another language. This is currently most necessary with respect to written information sources (frequently in English). With the increase in distance learning,MOOCs, joint/doubledegree programmes, and the mobility of both students and teaching staff, however, the understanding of lectures, note taking, and participating in seminars in a foreign language are likely to assume increasing importance. Participating in mobility programmes. This includes the needs arising out of participation in the specifically academic side of such programmes, but also settling-in and general social skills, so that participants can live a rounded professional and social life during their periods of study or teaching in another country. The professional communication skills required of academic staff, such as participating in conferences, making academic presentations, preparing reports, and writing articles. Participation in international projects, by both academic and administrative / managerial staff. Socialisation skills to facilitate semi-professional exchanges and networking.” (Tudor, 2005)

13. Integral part of an institutional strategy

14. Lund University Strategic Plan Language a key component in an institutional internationalisation strategy: ”An important task is developing the international learning environment and strengthening the international per- spectives in education. We shall give our students the opportunity to develop global awareness and an interest in international affairs. Students, teaching staff and researchers from other parts of the world are an important part of this. We shall also increase recruitment of domestic students to our international Master’s programmes. The University shall support the integration of international and domestic students in the local learning environment. In particular, we need to work to recruit students from countries outside Europe in order to achieve diversity among the students that better reflects the diversity of the world. An important cornerstone for internationalisation is a high level of language skills, especially in English. The ability of teaching and administrative staff to teach and provide service in English is key and we shall work to strengthen that ability.”

15. Open Questions Different perceptions depending on having a major or minor language as mother tongue Intercultural communication – is English the lingua franca or should it be a multi-cultural approach? How can the Bologna tools and common language/teminology support transparency, transferability and understanding?

16. Further reading The Internationalization of Higher Education: Motivations and Realities by Philip G. Altbach and Jane Knight in Journal of Studies in International Education, 2007 The challenge of the Bologna Process for Higher Education Language Teaching in Europe by Ian TUDOR, 2005 Council of Europe Language Framework http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf