1. Responses to change: an institutional language strategy
Southampton, a case study
Vicky Wright –

2. Implementing a language strategy …
Overview
Starting points (2013 / 2014)
Developing a strategy for languages at Southampton
talking, planning and implementing
the example of the University of Copenhagen
Where are we now? Opportunities and challenges

3. Developing a strategy Starting points (2013/14)
Remit to develop a university language strategy
A broad approach in the early stages:
‘a coherent university language policy should address issues at all levels of the organisation and should be co-owned by the whole community including governing bodies, teaching, research, administrative staff and students.
It should also be kept under review since it is ‘the result of the context in which it is developed, and this context is subject to change’.
CERCLES position statement (2011) on language policy in Higher Education

4. Starting points Identifying needs
Briefing document developed and conversations and consultation across the University:
Faculties (Deans / Associate Deans Education) HR
Student Services
University management (VPs Education/International)
Student Union

5. Developing a strategy Compilation of a language strategy report
19 recommendations for action in 5 key areas
Education (quality, visibility, take-up, resources, EFL)
Research (responding to needs of PGR / staff)
Professional Services (appropriate Language/IC skills)
General visibility & communication (global access)
Engagement with community (promotion & use)
Followed by discussions / planning

7. Developing a strategy Example of the University of Copenhagen
‘The Language Strategy – more languages for more students’
5 year research-supported project ( ) to improve language skills across University
Aims to realise a transformation process to ‘become an organisation that over time sees language skills’ as fundamental to all programmes
Goal to prepare students for study & internships abroad + increasing internationalisation in learning environments & job markets

8. Developing a strategy Example of the University of Copenhagen
Needs analysis surveys (interviews / questionnaires) & dialogue with academic departments are key
Seed money for pilot projects with aim of future adoption by departments
37 documented projects have reached 4500 students
10 language courses (e.g languages for fieldwork)
27 integrate language activity into existing courses
13 focus on reading, 12 on writing, 5 on oral skills …
7 offered to all students, 15 to UGs, 13 to PGIs, 2 to PGRs

9. Implementing a language strategy
Where are we now at Southampton?
Education (some easy wins)
University level (USP!)
Development of UG ‘flexible curriculum’ with new cross-disciplinary modules and Minors for all - minimum 5 modules out of 24 over 3 years.
Intercultural Communication and Arabic / Chinese modules developed
Area Studies Minors running and planned 
Internationalisation agenda: Southampton Opportunity funds bursaries for all outgoing study abroad students PLUS funds for free non-credit bearing language courses / resources for all students

10. Implementing a language strategy
Where are we now at Southampton?
High visibility for study abroad and language learning at University Open Days
Links with employability and funded summer courses
Almost all students have access to language learning at some point in their studies
Faculty and Departmental level
Ongoing support for languages from the Faculty 
Increase / maintenance of language take-up allows us to keep range of languages to attract new students (but not necessarily levels?)
Faculty Language Strategy Committee to oversee activities

11. Implementing a language strategy
Where are we now? (other areas)
Research , Professional Services, general visibility & communication, engagement with community
Workshops for Departments and professional services on supporting International students & developing intercultural awareness ; input into PGCAP and training for ECRs
PGRs can join SO courses; effort made to provide translated information at Graduation; more visibility for languages other than English; ongoing English language support for NNS; student -led events; outward facing Languages Portal; language campaigns highlighting options of free (credit and non-credit-bearing) and fee-paying courses

12. Implementing a language strategy
Where are we now? (the challenges!)
The numbers taking languages overall (UG credit, Language Opportunity, Lifelong Learning remain good BUT the majority of students are taking lower level language Stages
Specialists need to be able to continue on to higher Stages (all Stages are open to all students) but offering a wide range of languages at all levels may not remain viable
promoting Language Minors further is one solution
combining UG and LLL classes is another option
looking at possibility of using UNILANG ‘certification’

13. Implementing a language strategy
Where are we now? (the challenges!)
Potential for fragmentation as University structures change
Working with individual academic units to embed a language strategy within their planning process seems to be key
It is difficult to get university-wide policies adopted – it takes time
When /if you do get there, it is difficult to keep up the momentum for a comprehensive strategy (and on-going commitment from the Centre)

14. Implementing a language strategy
Where are we now? (the challenges!)
As overall student numbers drop, there is no appetite for making languages ‘compulsory’ at entry or as part of the curriculum – we need to be inventive in our offer
We should carry on the dialogue, making the case for languages at all levels within an Institution – statistics seem to make a difference