Transcript Document

INTERNATIONALIZATION AND
LANGUAGE
Jan Persens
University of the Western Cape, Cape
Town, South Africa
A presentation for the AUDIS Project
A follow-up activity at the Katholieke
Universiteit Leuven, Belgiun,
June 4-6, 2008
SUMMARY
Language is one of the crucial instruments in learning. If
one is not appropriately skilled in the language of
instruction, language could then be experienced as one
of as one of the obstacles in the process of learning.
Learning, education, research and development are
increasingly taking place within an international context,
involving teams of international scholars and by
encouraging study or education abroad. Some of this
internationalization is inspired by the progress made in
information and telecommunications. It is, therefore, not
surprising that language proficiency has become an
important factor in the world. Scientific results and
knowledge is being distributed at an ever faster pace in
different languages. Developing countries, which
experience substantial challenges, cannot afford to lag
behind.
There are several particular
activities in which the role of
language is essential
There are several reasons and activities
through which the importance of language
can be emphasized within the context of
internationalization/globalization. They
include
Student Mobility- Exposure to Diverse
Cultures; Study Abroad
Higher Education and Development
Transnational Trade, and
Political and international relations
Within the academic realm, language has
inadvertently also become a source of
“academic conflict”, especially between
supervisors and their students. Often this conflict
results from differences in language usage and
idiom, misunderstandings, misinterpretations or
different appreciations of expressions which may
result from differences in culture. It is within these
various possibilities that one must find the reality in
order to suggest and implement potential
solutions.
In this presentation we identify various roles
for language in education, identify the
essential aspects of the AUDIS-St Louis
report which relate to language and
internationalization. Workshop participants
particularly identified and recognized that
commonality of language
improves efficiency,
results in greater participation and
helps to ease communication.
By referring to a particular study, the author
identifies several reasons why language
could arise as a source of “academic
conflict” and proposes a few reasons for
concern about such conflict and how the
‘language challenge’ can be resolved.
INTRODUCTION
Language plays a crucial role in education.
Here ‘education’ is meant to include ‘formal’
and ‘informal’ education as well as ‘sharing
ideas/thoughts with a view of
understanding’. Here are some roles of
language in education as identified by the
author:
It is a vital tool for communicating with each other
It allows us to understand each other’s ideas and points of view.
Explaining concepts, both trivial and complex, is largely achieved by speaking and
writing and, where applicable, by means of sign language.
Features of nations, their languages and cultures are usually differently understood,
interpreted and portrayed by speakers of other languages and practitioners of other
cultures.
Language has an impact on the scope and extent of internationalization in (higher)
education.
The ease with which communication takes place depends on the nature and
complexity of the topic or activity under discussion or to be mastered.
The meaningfulness of communication is usually, yet not always, improved when it
happens between speakers of a common language.
The more uneven the proficiency in the language identified for communication
purposes, the greater the chance for misunderstanding or even delay in completion of
a task.
Language is one of the essential vehicles of enhancing Globalization which would
demand that increasingly speakers of different languages would make efforts to
improve the quality of communication and comprehension
BACKGROUND OF AUDIS
PROJECT
The Edulink project has an overall aim of
Strengthening the International Dimension of a
number of African Universities. The acronym
AUDIS stands for African Universities
International Dimension Strengthening. At the
AUDIS Workshop (December 3-5 December,
2007) at Gaston Berger University (GBU) in St.
Louis, Senegal four (final) priority challenges with
respect to internationalization were identified, viz.,
Language;
Planning and Management of the
international dimension of education and
research;
Mobility of students and teachers; and
Access to international funding for
education and research.
The broad area under which the question of
Language was identified as a
concern/challenge/problem was labeled “Mobility”
and the particular item 18 was listed as
“linguistic non-homogeneity and conditional
selection of partners” which points to the fact that
language would play a role in the choices of
partner institutions. This incidentally might also
influence students’ choices of universities for
advanced studies.
The high priority given to “language” as an area for
which training is needed, clearly came as a
surprise to the organizers. Indeed, in the AUDIS-St Louis
report it is stated that
“the fact that language has been identified
as one of the training needs shows how the
problem exists, well beyond the
expectations of the organizers”. [1]
Yet, participants recognized that
commonality of language:
improves efficiency,
results in greater participation and
helps to ease communication
ACTIVITIES EMPHASISING
IMPORTNACE OF LANGUAGE
There are several reasons and activities
through which the importance of language
can be emphasized within the context of
internationalization/globalization. For all
these developments, effective and
meaningful verbal and written
communication skills have become essential. We
describe four of these activities.
Student Mobility- Exposure to
Diverse Cultures; Study Abroad
Interestingly, mobility of students – another area prioritized
for training in the AUDIS Project-- used to be almost limited
to educating and training citizens from developing countries
at institutions in developed countries. [The reverse type of
mobility was an exception.] It is, therefore, not surprising
that a number of the political and educational leaders in
Africa were to be educated in the USA, Europe and the
former Soviet Union. Judging from conversations and
experiences with people educated in these countries,
learning to write and speak languages of their host countries, became
part of the deal. In some instances it might even have been a matter of
spreading political influence under the guise of foreign aid.
Today, the above-mentioned trend is almost forgotten as a
study abroad activity. Instead, institutions in developed
countries are urged to grow the number of their students
who participate in education programmes abroad,
particularly in developing countries to enhance exposure to
cultural diversity. Serious targets are being set and funding
is made available to achieve these objectives. For
example, it is believed that “most of the growth in the
number of (American) students studying abroad, can be
attributed to increased institutional support of such
initiatives under the
larger rubric of international education (American Council
on Education,
2003). [Quoted in [4], p143]
(The USA) federal government initiatives have also been significan
factors in the growth of study abroad”. … The Bipartisan Commission
on the Abraham Lincoln Study Abroad Fellowship Commission was
charged with recommending “a program to greatly expand the
opportunity for students at institutions of higher education in the United
States to study abroad, with special emphasis on studying in
developing countries” and that “meets the growing need of the United
States to become more sensitive to the cultures –and may I add
languages – of other countries” (House Resolution 2673, Section104).
[Quoted in [4], p143] To show their seriousness, the commission
released a report in November 2005 “calling on the United States to
send 1 million students abroad annually by 2016-2017” (Commission
on the Abraham Lincoln Study Abroad Fellowship Programs, 2005) [4]
Higher Education and
Development
Given that we now live in the era of the Knowledge
Economy, higher education plays a crucial role as an anchor for socioeconomic and technological development. Thus, internationalization of
higher education has a direct impact on, inter alia, international
relations with respect to international trade, international diplomatic
relations, and transnational cultural interactions. In some sense the
effectiveness of these interactions depends on the extent to which
languages are spoken and understood between and among nations. A
look at a definition of internationalization of higher education institutions
provides an appreciation of the importance of the latter conclusion.
Internationalization of higher education institutions can be broadly
defined as
“a global phenomenon that comprises a
large number of activities, including
student mobility initiatives such as
exchange programs, field schools,
internships, and other study abroad
programs;
research
collaborative development projects
with partners abroad;
faculty exchange programs;
off-shore programs such as twinning
arrangements and satellite campuses;
and others”. [3]
There should be no doubt that language is a
crucial vehicle for participating in the various facets
of internationalization mentioned above. In
addition, it is important that quality is assured
when students and faculty participate in these
activities. Such understanding and quality are
closely linked to appropriate language acquisition
and proficiency.
Knowledge generation occurs across languages. Most
significant research groups, especially in science and
technology, is comprised in a multilingual fashion, not
by choice but as a result of the natural spread of
knowledge and talent. Such mixing of talent does not
necessarily result in a harmonious outcome but it is
unavoidable. Somehow ways must be devised to
ensure progress in projects despite the fact that
members of a research or development group may
speak different languages.
Transnational Trade and
Diplomacy
It can be argued that diversity did not really matter as long as there was no or
insignificant reasons for nations to interact and communicate with each other.
And, where such interactions were limited to trade, diplomacy, political
dominance, etc., a limited number of role players could be trained to
participate in such interactions. If required, the services of translators could be
used. Due to the growth in and development of communication technologies,
participation in these acts and forms of interaction has grown multifold.
Transnational trade in some materials, including raw materials, has become
crucial for the survival of some nations, both in the developed and developing
world. In fact, certain developing countries have started to play roles in
international affairs way beyond the significance of their overall role in world
politics.
With increasing conflict between nations and within nations, there is a greater need for
diplomatic actions. Much of the success of such diplomatic actions depends on the tone
and content of the language employed.
Political Expediency
Perhaps, as an example of the considered need for
language capacity, one could dwell briefly on the
situation in the United States of America. This
superpower became aware of the reality of the
significant role of language and communication in the
‘tongues’ of ‘the other(s)’. In fact, the State Department
decided to fund foreign language and area studies
programmes at several universities and colleges in that
country. Being able to speak the languages of several
countries, both large and small, has become almost an
obsession for some countries. In the process, the
awareness of the need to study, or being (even partially)
educated abroad, started to increase and opportunities
were expanded.
LANGUAGE AS A SOURCE
OF “ACADEMIC CONFLICT”
Some Basic Thoughts
Usually, as done above, one emphasizes
the positive aspects in the usage of languages.
Language challenges occur in a variety of
situations. For the sake of focus, this presentation
will emphasize language challenges as they relate
to international graduate students participating in
programmes offered in their non-native languages
in foreign countries.
Believe it or not, a study [2], within the context of
Internationalization of Higher Education, has
shown that language proficiency or the lack
thereof, could be identified as a serious source of
conflict between graduate students and their
supervisors. Usually it would be some of the most
talented students who would be provided with
financial support by their governments, recruiting
international institutions or funding agencies such
as foundations and foreign governments.
However,
academic capability in their subjects of
study/research does not mean that international
graduate students are well-equipped in the
preferred language of instruction of the host
institution.
the idiom of a language which is perfectly
understood between native or regional speakers
of the same language, is one of the most
obvious sources of misunderstanding.
“lack of openness, time, and feedback; unclear
expectations; and poor English proficiency (both
oral and written) are some of the most common
sources of conflict)”.
“destructive conflict occurs in a significant
number of international graduate student and
faculty supervisor relationships”.
Almost all the reasons for conflict,
mentioned above, can be, either
directly or indirectly, related to
communication and understanding.
Reasons for concern about such
conflict lie in the fact that:
A positive experience at a host institution does not only mean a
qualification for the student, “but both the student and the host
country nationals benefit from an enriched learning and social
environment that results from intercultural interaction”.
There is a close link between language and culture and beliefs.
Writing styles which are “analytical, direct, logically connected” are
(usually) valued in Western universities, while some students from
East Asia would consider such styles as “‘rude’ or ‘childish’ or
‘insulting to the intelligence of the audience’”, [2. p93 ] they consider
a roundabout writing style as “elegant, sophisticated, polite, kind,
and, above all, interesting”. [2. p93]
Research shows a significant disparity between the views of
supervisors and those of their graduate students
o Supervisors reported the following sources more frequently
than did their international graduate students: “student
cannot write, understand and weak English adequately” as
sources of conflict.
o This finding did not appear explicitly among the students’
reasons for conflict: Students highlighted “lack of feedback,
lack of support or guidance from supervisor, different
expectations about how close/personal the
student/supervisor should be, and disrespect from the
supervisor”. [2, p100 ]
RESOLVING THE LANGUAGE
CHALLENGE
The small working groups at the AUDIS
Workshop identified several resources and
opportunities of addressing the language
and communication challenge. Naturally,
there would be several obstacles to the
meaningful implementation of such plans.
The following seem to be reasonable ways
of tackling this challenge [1]
use of language centers and laboratories;
use facilities and expertise of foreign language ,
communications, journalism, public relations
departments at universities;
use opportunities offered by foreign country
cultural centres (such as Alliance Française, the
Goethe Institut, etc.) and foundations;
web-based language courses, especially where
ICT infrastructure has been appropriately
developed;
use the language plurality within the AUDIS
group in order to enhance language
development among members; and
be aware of the challenges posed by language
diversity in internationalization.
In addition the author would like
to add the following:
offering of subject/discipline specific language
courses;
expect proficiency in language of instruction as
compulsory requirement for enrolment but allow
for exemption on the basis of a good
performance on comprehensive language
proficiency test;
recognize that idiom of/in a language plays a
crucial role in comprehension between mother
tongue speakers and others
With respect to Language
Proficiency for (Graduate) Studies
here are some of the suggestions
offered by [2, p109]:
If the skills in English or the language of instruction of
(graduate) students are not of an appropriate level, the
recruitment process needs to be improved so that students’
abilities and potential to develop necessary skills are more
accurately measured.
The degree and frequency of (mis)understanding when using
the English or language of instruction, need to be considered
when assessing language abilities.
Recognize that some differences can be expected between
students who do and those who do not speak the preferred
language of instruction as a first language.
Establish conversation circles or language written assignments
to facilitate increase language proficiency.
Realize that poor language proficiency does not equate to a
lack of other critical or analytical skills.
Ensure a certain level of proficiency of the research discourse
as required by academic language of communication.
Clearly all of these reasons can be
linked to communication and
language. Significantly, among the
faculty supervisor group, “poor
English proficiency” was among the
two “most commonly mentioned
sources of conflict”. [2. p102]
REFERENCES
AUDIS Workshop (December 3-5 December, 2007), Gaston
Berger University (GBU), St. Louis, Senegal
Adrian-Taylor, S.R.; Noels, K.A; Tischler, K.: “Conflict Between
International Graduate Students and Faculty Supervisors: Toward
Effective Conflict Prevention and Management Strategies”,
Journal of Studies in International Education, Vol. 11, Number 1,
Spring 2007, pp 90-117
Schuerholz-Lehr, S.: “Teaching for Global Literacy in Higher
Education: How Prepared Are the Educators?”, Journal of Studies
in International Education, Vol. 11, Number 2, Summer 2007, pp
180-204
Dolby, N.: “Reflections on Nation: American Undegraduates and
Education Abroad”, Journal of Studies in International Education,
Vol. 11, Number 2, Summer 2007, pp141-156