[lg policy] All English, All the Time

[Harold Schiffman]

All English, All the Time
May 21, 2012 - 3:00am
By
Elizabeth Redden

The spread of English in global higher education is no secret. Even
so, the recent decision by a leading Italian public university,
Politecnico di Milano, to shift to all English language instruction at
the graduate level is stark enough to have sparked a discussion. Given
the dominance of English as an international language of science, how
can universities compete on an international level while maintaining
their national identities?

At Politecnico and elsewhere, “Englishization” is a key prong of
“internationalization.” “If you want to have an international class at
present, you need to have your classes in English,” says Giovanni
Azzone, rector of the Politecnico. “If we are able to provide
English-based courses we will be able to attract good-quality human
capital from all over the world.”

Politecnico, an institution with more than 25,000 students and degree
programs in architecture, design and engineering, now offers 30
percent of its graduate coursework in English; the plan is to
transition exclusively to English language instruction at the master’s
and Ph.D. levels by 2014. (Undergraduate coursework will remain in
Italian.) Azzone says that in anticipation of the shift the university
will offer English language training to professors -- many of whom
already publish in English -- and will invest in hiring international
faculty members, increasing their proportion to 15 percent.

Azzone acknowledges his main concern is the obvious one – whether the
quality of instruction will suffer if professors use a second language
in teaching. He says, however, that faculty and administrators on the
institution’s governing board were satisfied that the quality of
instruction did not decline in four English-only degree programs that
the university established for international students nine years ago.
“This is not a jump into the unknown,” he says. “It’s the result of a
process.”

Stefano Della Torre, head of Politecnico’s Department of Building
Environment Sciences and Technology, supports the switch to English.
He is a professor of architectural restoration – a field in which
Italian universities would seem to enjoy a clear competitive
advantage. Yet he says that, in his experience, Italian-language
scholarship is under-read and underrated by colleagues abroad.  “There
is a risk to us that if we stay speaking only in Italian and teaching
only in Italian, we will be separated from global scholarship,” Della
Torre says. “We think that teaching in English is a good way to
attract students and to give our students important tools to do work
in a globalized world.”

“It’s not that we want to give up our identity. But we have to play at
an international level.”

Global Reach, Local Roots

The spread of English as a language of international higher education
has been well-documented, its drivers well-understood: scholars face
pressure to publish in English in order to reach the widest possible
audience, and universities are increasingly competing to attract
high-caliber international students and faculty. In Europe, where the
Bologna Process aims to facilitate student mobility, the number of
English-language master’s programs in non-English speaking countries
has grown fourfold in five years, from 1,028 in 2007 to 4,644 in 2011,
according to a recent report from the Institute of International
Education. The Netherlands has the largest number of these programs
(812), followed by Germany (632), Sweden (401), France (346) and Spain
(327). Italy has 191.

“In general, I’m not against this development: the English-speaking
world has a much greater capacity for scientific research, because all
together it is much bigger and wealthier than the German-speaking
world or the Italian-speaking world,” says Ulrich Ammon, a professor
of language sociology and policy at Germany’s University of
Duisburg-Essen and co-author of the 2002 book, English as an Academic
Language in Europe: A Survey of its Use in Teaching.

    “If you want to have an international class at present, you need
to have your classes in English.”
    --Giovanni Azzone, rector

“But there is of course the problem that national identity suffers,”
Ammon says. “If Harvard had to switch over to Spanish, I think many
Americans might see this as a national humiliation. This [humiliation]
is a widespread feeling in European countries.”

Scholars have also asked whether the rise of English-medium education
results in the disconnection of universities from the societies they
serve. In a 2009 article, “English in Higher Education: Panacea or
Pandemic?” Robert Phillipson quotes from a University of Hong Kong
strategic document that states that the institution will offer
“courses and degree programs in the English language” that “will
enhance the graduates’ contributions to society.” As Phillipson, a
linguist and professor emeritus at Copenhagen Business School, writes,
“97 percent of the citizens of Hong Kong have Cantonese as their
mother tongue. How then can an English-medium university ‘enhance the
graduates’ contributions to society’ if most citizens function in
Cantonese?”

Phillipson, whose books include Linguistic Imperialism Continued, has
studied the various ways in which English has been “consolidated as a
hegemonic language” -- such as in the case of European Union research
grants, in which scholars who choose to submit applications in an EU
language other than English are encouraged to include an English
translation.“There are all these subtle ways in which the strength of
English is being consolidated, and if you’re a victim of that, well,
tough, but it may affect your career prospects,” he says.

Phillipson praises the Nordic universities for developing language
policies that seek to maintain the vitality of national languages
while also cultivating proficiency in an international language.
(“Mainly this means English, but it should mean one of several,” he
says.) Phillipson cites the language policies published by the
University of Helsinki and Sweden’s Lund University as two fine
examples. By contrast, Phillipson calls Politecnico’s approach “a
neoliberal model. It’s elites serving the global economy rather than
being anchored locally."

Tullio De Mauro, a professor emeritus of linguistics at Rome’s La
Sapienza University, expresses similar sentiments, saying that while
it is reasonable for universities and secondary schools to offer
coursework in English, what he objects to is the exclusive use of
English in teaching. “People graduating from university to work in
engineering, trading, health, law, and teaching must have deep
knowledge of the language in the country where they live, which is
Italian for Italians,” he says. “They must have the opportunity to
study not only in English, but also the other important international
languages, such as Spanish, German, Japanese, Arabic, etc. The choice
of Politecnico isolates its students from the country they live in."

However, Luisa Collina, a professor of design at Politecnico,
emphasizes that students trained in English will be better-prepared
for a global job market. “Students will have more opportunities
available to them to find a job that meets their expectations, despite
the current economic climate,” she says.

English in Israel

The forces driving the growth of English in global academe show no
signs of reversing anytime soon. Even countries with strong language
identities are experiencing growth in English language teaching. Take
Israel, for example, where the revival of Hebrew was an essential
component of the Zionist cause from the late 19th century onward.
“The renewal of Hebrew arrived at its full success at the time that
Hebrew became the language of teaching in the universities,” says
Moshe Bar-Asher, president of the Academy of the Hebrew Language and a
professor emeritus at the Hebrew University of Jerusalem. “Hebrew
could not just be the spoken language of the street or the market. A
real language is a language that exists in all fields of life."

Bar-Asher and other members of the Academy – Israel’s equivalent of
the Académie Française – recently met with the minister of education
to express their concerns about increases in English-language
instruction at Israeli universities. The American newspaper, The
Jewish Daily Forward, has reported that all seven of Israel’s
universities offer courses taught in English -- most commonly at the
graduate level in science, but the trend is also increasing at the
undergraduate level and in the humanities.

“We don’t deny the fact that English has become the language of
sciences all over the world,” Bar-Asher says. “We are not against the
fact that Ph.D. or even master’s theses would in some fields be in
English, but the language of teaching should be the Hebrew language.”
Otherwise, he argues, English-medium instruction will trickle down
from the university to the secondary and primary school levels. “And
we become Singapore."

Read more: http://www.insidehighered.com/news/2012/05/21/italian-university-joins-international-colleges-embracing-english-language#ixzz1vbnOADg9
Inside Higher Ed


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