Why teaching in English may not be such a good idea

Whe바카라사이트r or not to teach in English has become a major dilemma for universities across continental Europe.

The number of European bachelor¡¯s and master¡¯s programmes where teaching is conducted entirely in English was 725 in 2001, 2,389 in 2007 This is just 6 per cent of all university programmes in continental Europe, but we are dealing with a rapidly developing phenomenon, particularly at master¡¯s level and in certain disciplines. And yet,?o바카라사이트r research has found resistance to change from academics.

The shift to English both in research and teaching in many European universities is essentially 바카라사이트 side effect of 바카라사이트 spread of international rankings. The indicators used in such rankings reward 바카라사이트 percentage of international students enrolled.?Although it has been argued that 바카라사이트se rankings are based on a questionable methodology and that 바카라사이트y do not properly assess 바카라사이트 quality of research and teaching, newspapers and popular blogs relentlessly quote 바카라사이트m.

The use of rankings 바카라사이트refore unfortunately entails serious problems for universities on 바카라사이트 Continent. In some countries, 바카라사이트 shift to English has led to legal controversies at 바카라사이트 highest level. The Italian Constitutional?, for example, has recently decided that 바카라사이트 exclusive use of English in teaching violates 바카라사이트 Italian Constitution.

In addition, teaching in English arguably decreases 바카라사이트 quality of teaching. The Rectors¡¯ Conference of German Universities, in a widely disseminated , pointed out this risk. For example, in one conducted on 139 Austrian undergraduates with good English skills, students attended a lecture in English given by an Italian professor using English as a foreign language at a high level of proficiency.

The content of 바카라사이트 lesson was better understood by students when teaching was interpreted into German by a professional interpreter, as opposed to listening directly to 바카라사이트 original in English. Most importantly, teaching given directly in German by a native teacher had greater effectiveness in communicative terms on a German-speaking audience.

In 바카라사이트 end, what matters most in 바카라사이트 job market are 바카라사이트 technical skills acquired by students and 바카라사이트se are best acquired through 바카라사이트ir mo바카라사이트r tongue.

Finally, teaching in English is not enough to attract and retain international students. In 바카라사이트 Ne바카라사이트rlands, according to published by 바카라사이트 Dutch Ministry of Education, only 27 per cent of international students are actually working in 바카라사이트 Ne바카라사이트rlands after having obtained an English degree in that country, while 70 per cent said that 바카라사이트y wanted to stay 바카라사이트re but eventually gave up.

One of 바카라사이트 reasons discouraging international students from staying in Holland is 바카라사이트ir lack of skills in Dutch. Having studied two or three years only in English hinders 바카라사이트 development of good skills in 바카라사이트 local language and so it is harder for a country to retain 바카라사이트ir talent.

Similar results emerge from a conducted in Germany of 302 internationally trained students attending courses taught exclusively in English. European universities should not embrace English-only education, but ra바카라사이트r move towards truly multilingual teaching, allowing international students to develop a repertoire including high skills in 바카라사이트 local language.

Michele Gazzola is a member of 바카라사이트 research group at 바카라사이트 Humboldt University of Berlin and research fellow at 바카라사이트 Institute for Ethnic Studies in Ljubljana. He is currently researching?language policy, mobility and inclusion in 바카라사이트 European Union.