NEOLAiA

The NEOLAiA White Paper on Language Policy in Higher Education

Multilingualism, plurilingualism and interculturality are at the heart of international collaboration in higher education. Within the NEOLAiA alliance, universities across Europe are working together to develop inclusive language policies that foster a truly global academic environment. One key outcome of these efforts is the recently developed White Paper on Language Policy, which aims to address the challenges of multilingual education and propose concrete solutions for the future. In this interview, Bielefeld Delegate Grace Dolcini discusses her contributions to the white paper and its significance for the alliance. She also highlights the role of Work Package 7 - which she is part of together with Suanne Hecht and Johanna Domokos from Bielefeld University - in implementing its recommendations, including the launch of a language assistant exchange program (LAEP) in 2025. By supporting universities in developing multilingual programs and facilitating language exchange initiatives, Work Package 7 plays a crucial role in shaping the future of language policy within NEOLAiA.

What key findings or challenges were identified during the NEOLAiA-Symposium in October 2024 at University of Tours on multilingualism and interculturality in higher education, and how do these feed into the work of Work Package 7?

The findings presented were all based on projects and studies that use plurilingual approaches when communicating in courses or study groups. It was interesting to hear about these experiences and how this idea could be implemented in our own university. Although plurilingualism can slow down the process, it also can create opportunities and open spaces for new interpretations on an idea. We learn languages in many contexts and we bring these ideas and perspectives with us when we speak those languages. Using a pluriilingual approach can be more inclusive and allows students and researchers to connect ideas in new ways. I learned that at the symposium on my own: We had synchronous translation for English-French and English-Spanish during the symposium, which I appreciated since I don’t speak French. However, relying on translators means depending on their accuracy. Some speakers spoke too quickly, causing translators to miss or mistranslate parts. This highlighted both the benefits and challenges of language situations in higher education. There were a few different challenges that became apparent during the symposium. With the above in mind, the first challenge is how do we bring this idea of multilingualism into our courses and degree programs? How can we effectively create programs that are attractive to students and also prepare them for the world?

It became abundantly clear at the symposium that our contexts at each of the universities in the alliance are much more different than originally thought. Each university has unique needs that span a scale where one side is very worried about a possible excessive overuse of English in higher education and preserving their local language, to the other end where universities are struggling to bring any language other than their local language into programs. Our solutions need to be flexible enough to handle this wide gap in needs.

A key outcome of the symposium was the development of a white paper on language policy within the NEOLAiA alliance. How did you contribute to its creation and what are its aims?

The entire NEOLAiA project is designed with collaboration in mind, and our work on the White Paper was a good example of this ethos. Each member university drew up a short report on where we stand now with language policy and what our biggest challenges are concerning creating a truly international university in the 21st century, as well where we see ourselves in the future. We needed to grapple with questions like: How do we promote multilingualism and multiculturalism at our respective institutions? What is the role of English as a lingua franca and how do we promote this without excessive Anglicization of higher education? From there we created a complete document that collected all of these ideas and created a White Paper that addresses these challenges and gives concrete recommendations on how to meet these challenges. I was involved in all stages of this project, from drawing up the original report for Bielefeld, as well as working with my alliance colleagues through the review processes. My colleagues here in Bielefeld at the FSZ, Julien Verriére, Sylvie Richard, Catalina Calero Ramírez and Georgina WIllms, also provided valuable input in Tours and in the follow-up meetings after the symposium with the language and content of the document. What we produced together is a comprehensive document that takes into consideration all stakeholders at our universities (students, teaching staff and administrative staff).

What specific measures or recommendations from the white paper are to be implemented within the alliance from 2025, and what role does Work Package 7 play in its implementation?

The white paper really acts as a guide for the partner universities. Not everything will be implemented everywhere, but there is enough range for the universities to be able to find aspects that will help move their language policies forward. Many of these ideas work best when we take advantage of the collaborative opportunities afforded us by being part of this alliance. For example in 2025, work package 7 is working on implementing a language assistant exchange program (LAEP). The idea is that student language assistants from each of the partnering universities could take part in an exchange to assist faculties in the alliance universities who would like help with creating and reviewing their English teaching materials. So for instance, the history faculty in one of the partner universities has decided to offer new courses in English. Obviously, building new courses takes time in one’s own language, let alone in a foreign language, therefore an assistant program could be mutually beneficial for both the student and the university. The faculties could then receive an assistant from the program from one of the other universities for a semester to help with the creation of this course. In return, the assistant would have the opportunity to work together with that faculty in a new environment, and also participate in a cultural exchange by offering a beginner language course in their own language at the host university. This is just one example of the possibilities that are available through this alliance. I know other work packages are planning on offering other opportunities for exchange, courses, research, and much more.