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Language of Instruction No.10 in Higher Education: National Policies and the Role of English

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Language of Instruction No.10 in Higher Education: National Policies and the Role of English CIHE Perspectives Language of Instruction No.10 in Higher Education: National Policies and the Role of English Xinyan Liu CIHE Perspectives No.10 Language of Instruction in Higher Education: National Policies and the Role of English Xinyan Liu CIHE Perspectives This series of studies focuses on aspects of research and analysis undertaken at the Boston College Center for International Higher Education. The Center brings an international consciousness to the analysis of higher education. We believe that an international perspective will contribute to enlightened policy and practice. To serve this goal, the Center produces International Higher Education (a quarterly publication), books, and other publications; sponsors conferences; and welcomes visiting scholars. We have a special concern for academic institutions in the Jesuit tradition worldwide and, more broadly, with Catholic universities. The Center promotes dialogue and cooperation among academic institutions throughout the world. We believe that the future depends on effective collaboration and the creation of an international community focused on the improvement of higher education in the public interest. Center for International Higher Education Campion Hall Boston College Chestnut Hill, MA 02467 USA www.bc.edu/cihe ©2018 Boston College Center for International Higher Education. All Rights Reserved Table of Contents Foreword………….................………………………………………………………....1 Introduction……………………………………………………………………...……...3 Research Question……………………………………………………….….....4 Organizational Context…………………………………………………….….4 Methodology………………………………………………………………….......5 Literature Review…………………………………………………….……….....5 South Africa………………………………………………………………………….......7 Spain……………………………………………………………………………….…........10 Malaysia………………………………………………………………………….....…..…13 Brazil………………………………………………………………………………........….15 France…………………………………………………………………………….............17 Comparisons and Contrasts…………………………………………………….....19 Directions for Future Research…………………………………………….….....20 Conclusion………………………………………………………………………….….....22 References…………………………………………………………………………....…...23 CIHE and IaU FOREWORd It is our great pleasure to present here the newest cation institutions and systems around the world. issue of CIHE Perspectives, a series of studies focus- The role of language in higher education is, indeed, ing on aspects of research and analysis undertaken complex. or coordinated by the Boston College Center for In- ternational Higher Education (CIHE). This tenth Influenced by history and contemporary oppor- issue in the series is the result of cooperation be- tunities and imperatives, and connected intimately tween CIHE and the International Association of to matters of power, privilege, and identity, language Universities (IAU), based in Paris. carries with it strong emotions at a very personal and local level, as well as important implications in This report specifically showcases research un- terms of national policy and international relevance. dertaken by Xinyan (Sissi) Liu, a student in CIHE’s By exploring these issues across five unique country Master of Arts program in International Higher Ed- cases, this report sheds important light on a subject ucation. This program requires that all students that deserves extensive and ongoing consideration. participate in a course titled “Field Experience in This is particularly so in an age in which the En- International Higher Education.” The course pro- glish language so effectively dominates the global vides a framework for a ‘real world’ experience for landscape of politics, economics, and (crucially) students interested in international dimensions of highly cited research. higher education, in conjunction with an in-depth research project. This combination of practical ex- CIHE and IAU extend sincerest thanks to Sissi perience with research is designed to give students for her dedication to this project, which we hope an appreciation for the ways that the daily work of lays the groundwork for future work on this topic by different kinds of organizations, such as the IAU, both organizations. Our thanks also goes to Salina may be framed by questions and concerns that re- Kopellas for her work on the publication’s layout quire the ability to undertake a significant explora- and design, and to Laura Rumbley for her editorial tion of information and ideas in order to inform support. policy and practice. As we move forward, may higher education de- With a background in linguistics, Sissi was cisionmakers the world over find the words and the drawn to the question of how language—the tool will to make the best language policy decisions they that gives us perhaps our most unique characteris- can, thoughtfully and equitably. tics as human beings—is playing out in higher edu- December 2018 Hans de Wit, Director Hilligje van’t Land Boston College Center for Secretary General International Higher Education International Association of Universities Giorgio Marinoni Laura E. Rumbley, Associate Director Manager, Higher Education and Boston College Center for Internationalization Policy and Projects International Higher Education International Association of Universities language of instruction of higher education 1 2 center for international higher education | perspectives no. 10 INTRODUCTION As the impact of globalization widens and deepens, vast in terms of both time and cost. Secondly, the higher education worldwide has been actively re- implications for English becoming the main lan- sponding with internationalization of related institu- guage in the knowledge production of a non-English tions. Among the many initiatives undertaken in speaking society are very politically sensitive with internationalizing higher education, there has been respect to the status of the local language(s), espe- a movement toward the use of English as a medium cially in regions or countries that have faced various of instruction at various levels and scales (Altbach, forms of oppression before. The preservation of the 2016). That is partially attributed to the status of En- language and culture of minority groups or a nation- glish being the current lingua franca of the global al identity can all be impacted, depending on how knowledge and academic communities. The majori- carefully English-medium policies are implement- ty of academic journals that are of international rele- ed. With responsibilities to ensure equity and access, vance are published in English (Curry & Lillis, 2018). and to contribute to global knowledge in a visible Furthermore, the publications in internationally way, many non-English speaking national contexts prestigious journals and conferences play a part in face a big dilemma. the evaluation of researchers and, in turn, of the uni- Past research and debate in relation to this topic versities with which they are affiliated. The growth have mostly focused on northern European coun- in prominence and influence of global university tries, as they were among the first non-English rankings and the desire by various national govern- speaking systems to consider the use of English as ments to develop world-class universities strongly an instructional language (Brock-Utne, 2007). motivate non-English speaking countries to transi- These developments sparked large controversies, tion into, or at least encourage, doing research or particularly in the Netherlands, and the debates con- publishing, and increasingly even teaching and tinue today (Wilkinson, 2012; de Wit, 2018; Salo- learning, in English (Altbach, 2016; Curry & Lillis, mone, 2018). These conversations are so heated and 2018). In addition to research output and prestige, important because language policies, and how edu- more widespread incorporation of English in higher cation intersects with language, are determining fac- education also provides opportunities for global mo- tors in promoting the stability and vitality of bility of individuals, both attracting international languages, which are vehicles of human knowledge students, which is a lucrative market, and being able and creation (Massini-Cagliari, 2004). Therefore, to send domestic students abroad, thus boosting an with the status and utility of English spreading glob- international presence. ally with unprecedented momentum and speed, it is Unsurprisingly, the movement toward using crucial to examine the impacts of this phenomenon English in more domains of higher education has on a larger scale. posed challenges to non-English speaking countries The present research is born out of a curiosity to in both creating policies and executing them through explore a range of national contexts, looking into institutional practices. First, the implementation of what is stated in the national policy documents re- English-taught programs at tertiary level requires a garding language of instruction in these various connection between secondary education and higher countries; why such policies have been constructed education, because it assumes a certain level of in particular ways, notably in relation to specific his- knowledge of English as students enter university. torical and sociolinguistic environments; and what In addition to students’ abilities, the practical re- role English plays in the higher education systems sources needed for teacher training to achieve effec- of these national contexts. This paper aims to broad- tive teaching and learning outcomes in English are en the topic by discussing a diverse group of coun- language of instruction of higher
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