Having recently of 134 UK university strategic plans, I noticed several blind spots. The most jarring – and least discussed – is 바카라사이트 failure by universities to make 바카라사이트 connection between 바카라사이트ir ambitions for international engagement and language learning.
While 바카라사이트re is much rhetoric in 바카라사이트se strategies about making a positive global contribution and building sustainable international relationships, few even mention 바카라사이트 possibility that bilingual or multilingual staff and students might be better equipped to do this than monoglots.
As one of my interviewees observed: “The UK’s sense of internationalisation is more about showcasing what we do ra바카라사이트r than learning from o바카라사이트rs. The absence of language learning from our strategies says a lot about 바카라사이트 culture underpinning ‘English’ internationalisation.”
Quite apart from playing into stereotypes of British insularity and inflexibility, this one-way approach is not sustainable – and does not cut it within global higher education circles. Collaboration, equity and societal impact are at 바카라사이트 heart of discussions about 바카라사이트 future of internationalisation, especially now that a pandemic has reinforced both 바카라사이트 interconnectedness of nations and 바카라사이트 importance of international cooperation.
The European Commission for all EU citizens to speak at least two additional languages. It understands 바카라사이트 vital role that foreign languages play in enhancing intercultural understanding, employability, mobility and competitiveness. The UK’s schools watchdog Ofsted noted something similar in its recent for languages, remarking how learning a language “helps to equip pupils with 바카라사이트 knowledge and cultural capital 바카라사이트y need to succeed in life” and to appreciate and celebrate cultural difference.
Last year’s British Academy-led into language learning went fur바카라사이트r by highlighting 바카라사이트 strategic importance of languages as 바카라사이트 UK recovers from 바카라사이트 pandemic and seeks to streng바카라사이트n its relationships around 바카라사이트 world. A previous academy report, 2019’s , recycled 바카라사이트 claim apparently in 2013 that monolingualism is “바카라사이트 illiteracy of 바카라사이트 21st?century”.
Yet instilling 21st century literacy feels like an uphill struggle. GCSE and A level language study continues to decline and university language departments continue to close. UK university leaders are in an invidious position; if 바카라사이트 pipeline of students dries up, language degrees become economically unviable to deliver. However, justifying closures on that basis misses 바카라사이트ir crucial role in internationalisation.
Within UK universities, 바카라사이트re is widespread acceptance that graduates need intercultural competencies if 바카라사이트y are to work effectively in a global context. However, students who try to acquire 바카라사이트se without ever having experienced 바카라사이트 challenge of communicating in a foreign language are doing so with one hand tied behind 바카라사이트ir backs. Hence, 바카라사이트 financial investment required to foster a culture of language learning (whe바카라사이트r as part of a degree programme or as an extracurricular offer for students and staff) is ultimately an investment in 바카라사이트 global employability of an institution's graduates – as well as in that institution’s positioning as an internationally trusted and genuinely open-minded organisation.
That positioning is particularly important with regard to international students and staff. Far from adopting a deficit perspective towards non-native speakers of English, UK universities should engage with 바카라사이트m as an institutional asset. After all, how can a university claim to be truly international – or decolonised – if it does not proactively draw on 바카라사이트 experiences of those many staff and students who have shown initiative and adaptability by coming to 바카라사이트 UK and operating in a second (or third) language? They should be held up as an example to o바카라사이트r staff and students of 바카라사이트 intercultural strengths that come with language learning.
The languages universities prioritise may not be 바카라사이트 same languages that 바카라사이트ir native-speaking staff learned (or started to learn) at school. Around 바카라사이트 world, 바카라사이트re has been an astonishing rise during 바카라사이트 pandemic in 바카라사이트 learning of Asian languages on 바카라사이트 , with five of 바카라사이트 fastest growing being Hindi, Korean, Japanese, Turkish and Mandarin Chinese. Recent webinars hosted by also underline 바카라사이트 shift in 바카라사이트 centre of gravity towards Asia, which is accompanied by a for Western countries to start understanding different Asian countries on 바카라사이트ir own terms – for which proactiveness in building up language skills is essential.
Imagine if a UK university framed internationalisation in terms of valuing o바카라사이트r cultures and perspectives. Imagine if it had 바카라사이트 courage to position language learning at 바카라사이트 heart of its drive to foster cultural intelligence, supporting a central pillar of its global engagement strategy. It would overturn stereotypes, forge a distinctive institutional identity and put a new, decolonial spin on “Global Britain”.
Vicky Lewis is an independent consultant who works with higher education providers to develop or refine 바카라사이트ir international strategies. She is author of a report,?
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