Higher Education Language Policy: Report of Working Group under the European Language Council

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Summary of recommendations
HEIs are encouraged, within the framework of their own societal context, mission, vision and strategies, to
develop the aims and objectives of a Higher Education Language Policy (HELP) that allows them to
implement these strategies. In this process, they may want to determine the needs, the measures that are
already in place, and the measures that need to be put in place in order for them to do so.
The recommendations of the sections on pages 3‐11 are meant to assist HEI leadership and management
teams in this process. These recommendations are collected here:
As the first step in a Higher Education Language Policy, HEIs should determine the relative status and use of
the languages employed in the institution, taking into consideration the answers to the following questions:
 What is/are the official language(s) of the HEI?
 What is/are the language(s) of communication at institutional / departmental / research group /
administrative unit, etc. levels?
 What is/are the language(s) of instruction?
 Who are the HEI stakeholders / targets audiences, and which language(s) is / are used in
communication with these audiences?
HEIs should further consider the following interrelated questions as regards the students:
 Given the programmes and the level of internationalisation the HEI has or wants to have, and as a
direct implication of that, what are the language proficiency levels required by students who apply
to its programmes?
 Given the programmes and the level of internationalisation the HEI has or wants to have, and as a
direct implication of that, what are the language proficiency levels expected from the graduates of
these programme?
 Given the profile of the HEI and its educational strategies, which language components are to be
offered within and without the (non‐language) degree programmes?
Students may need support for all four language skills (receptive and productive; oral and written); and in
addition to that, they may need special support in academic reading and writing both in their first and their
other languages.
As regards academic staff, HEIs should consider measures to validate formal as well as non‐formal learning
of the language of instruction.
Moreover, HEIs should consider the need for and their provision of
 Language courses for academic and non‐academic staff in the language(s) of administration and
communication.
 Language courses for researchers and lecturers in the language(s) of instruction.
 Language revision.
 Translation
Bidragets oversatte titelSprogpolitik i højere uddannelse
OriginalsprogEngelsk
Antal sider12
Rekvirerende organEuropean Language Council
StatusUdgivet - 2013

    Forskningsområder

  • sprogpolitik, højere uddannelsesinstitutioner, universiteter, language policy, higher education, higher education institutions

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