Since completion of the survey, entitled “Students Have a Say: Circle U. Survey on Multilingualism and Language Learning in Higher Education”, an in-depth analysis was undertaken to get a better understanding of the student’s views, outlined in a detailed report (Circle U. Research on Multilingualism, pdf). 1882 responses were received with particular insight into the differences between the needs of the students and the current state of affairs at the universities.
Highlights and Findings from the Survey
In brief, the survey shows that most students learn at least one additional language at primary school and even two at high school. However, when they begin their academic studies at the university level, most of them do not pursue this learning nor capitalize on the actual knowledge of other languages. There is also a serious disproportion between English and all other languages learnt in education systems, which suggests the need to emphasise other widely spoken modern/foreign languages more. Some members of the Think and Do Tank claim that this argument lacks sociolinguistic reality and seems to ignore the existing differences in functions and status of different languages.
Circle U. students having completed the survey expressed a strong wish to see their university curricula enriched with other languages for general purposes, which they used to learn in primary school and/or high school, in particular Spanish, French, Italian, Russian and German.
With reference to their future careers, most students also feel the need for higher academic qualifications in foreign languages for specific/professional purposes and have expressed numerous wishes for additional courses of French, Spanish, English, German, Italian, Russian and other languages. Additionally, students’ expectations seem greater than what the national education system has to offer with respect to the preparation for international language exams and certificates.
Students’ attitudes towards the value of knowing foreign languages for social life are as important. Most of them believe that knowing other languages may promote dialogue and avoid misunderstandings in the social, cultural, religious, professional and political spheres of life. They also support the idea that knowing other languages can help us be more resilient in times of crisis, and prevent polarisation and violent extremism by identifying fake news, disinformation and hate speech, or by boosting innovation and problem-solving. Students also believe that knowing languages can help businesses and industries succeed and support achieving international political agreements. Finally, the students highly value the impact that languages have on our personal, social and professional lives and our well-being in general.
Students added 164 comments in the available space at the end of the survey:
“Learning foreign languages of different structures to encourage rethinking.”
“Open-minded society with a heart close to foreign cultures and in love with learning more from people with different nationalities!”
“The more languages you speak and the more cultures and especially people you come into contact with, the richer you become.”
Motivation to learn other languages is an essential factor. What seems to motivate most Circle U. students to learn other languages is their need for personal growth and development as human beings. As for the main obstacle to learning other languages, they refer to the fact of being too busy.
Multilingualism Going Forward
The conclusions of this research, together with the recommendations of the Task Force on Multilingualism of the Think and Do Tank will be presented and discussed at the Circle U. conference “European Universities as Actors in Multilingualism” which will take place at Université Paris Cité on October 6, 2023.
This event is open to students, academics and administrative staff and will be live-streamed on the YouTube channel of Université Paris Cité.
Registration for on-site participants is open until the 21st of September through an online form. Find out more here.
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