UNINOVIS: developing a strategy for a multilingual and intercultural academic community
As a member of the UNINOVIS European University Alliance, Kauno kolegija Higher Education Institution is participating in the creation of a unique linguistic framework. Dr Marijana Prodanović, Associate Professor at Kauno kolegija, discusses the new Strategy on Multilingualism – a roadmap designed to bridge cultural gaps and enhance the international experience for students and staff.
Aligning with European values
According to Dr M. Prodanović, multilingualism lies at the heart of EU values and is strongly supported through relevant policies and recommendations. She notes that the novel concept of European University Alliances intends to show full commitment to these EU values, with multilingualism and interculturality included.
‘UNINOVIS follows suit in this regard and aims to encourage diversities of different sorts, primarily expressed via language and culture. The strategy will thus serve not only as a starting point in understanding phenomena from the field, but also a manual sui generis, that will give suggestions and guidelines vis-à-vis usage of different languages, those existing across the Alliance,’ says the Associate Professor.
According to Dr M. Prodanović, while the fact that English still keeps the solid position of lingua franca of today’s world cannot be overlooked, ‘Englishisation’ is not what underpins the strategy rationale.
On the contrary, she asserts that the main goal is to shed additional light on the linguistic and cultural wealth existing out there, while increasing awareness of the fact that knowledge of different languages and cultural traits does open new windows of the mind.
‘Naturally, English per se is not going to be marginalised, as it enables a smooth communication flow; however, room for other languages will be enabled by acknowledging them and suggesting potential ways of their more active integration into everyday and academic practices,’ shares Dr M. Prodanović.
Navigating English as a Medium of Instruction
The Associate Professor notes that the notion of English as a Medium of Instruction (EMI) has gained significant popularity over the previous decade and increased in numbers across the countries that do not belong to the ‘Big Four’.
‘Given the fact that the Alliance countries belong to the expanding circle of English, where the language is used as a foreign one rather than a second one, EMI often comes as a two-sided coin. On the one hand, it can increase the visibility of an institution and position it better internationally, which encourages more international students and faculty to join,’ says Dr M. Prodanović.
On the other hand, she notes that EMI could be quite challenging through the tripartite prism of language, culture, and academic content. Delivering and acquiring it all can be a tall order imposed on all the participants of the process.
However, Dr M. Prodanović maintains that when supported by carefully-selected English for Specific Purposes (ESP) and English for Academic Purposes (EAP) activities, along with adequate teacher training, the implementation of EMI can be rather fruitful.
Interculturality: a deep-level competence
Dr M. Prodanović observes that interculturality can be viewed from different angles, at both a surface and deep level. It is often relegated to the category of ‘soft skills’, where it is perceived as mere survival when different cultures meet.
‘Anyhow, once we dig deeper, we see it is way more than that. Intercultural awareness and sensitivity go beyond avoiding faux pas; it involves putting yourself into somebody else’s shoes, showing empathy, integrating and even assimilating, enriching yourself with not only new communication skills but real-life experiences,’ says Associate Professor.
On a more practical level, Dr M. Prodanović shares that even a restricted or partial knowledge of other cultural norms and languages could enhance internationalisation practices, including exchanges, internationalisation at home, and the execution of Collaborative Online International Learning (COIL) and Blended Intensive Programmes (BIP).
‘And of course, it is equally beneficial for students and staff – sometimes, even greeting someone in his mother tongue could be a token of appreciation, a much appreciated one,’ Dr M. Prodanović shares.
When asked what would constitute the ultimate success story for this strategy, she envisions a future that goes beyond the documentation itself. Apart from having the strategy available in the different languages of the Alliance and having it accompanied by a manual or toolkit exhibiting basic tips and tricks of intercultural communication, she hopes to see the development of multilingualism through ideas and sample glossaries with simple, communication-based vocabulary.
‘Ultimately, a success story would involve opening new horizons, attracting people to embark on a new language learning adventure, making them more open to diversities and the world,’ concludes Dr M. Prodanović.